A Case for Slow Scholarship: Implications for Programme Assessment Design

A Case for Slow Scholarship: Implications for Programme Assessment Design

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University of Otago

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Teaching & Learning

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Assessment and Feedback

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CC BY

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PDF

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A Case for Slow Scholarship: Implications for Programme Assessment Design

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Commentary: A Case for Slow Scholarship: Implications for Programme Assessment Design

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University of Otago (17/02/2025). A case for slow scholarship: implications for programme assessment design. National Resource Hub (Ireland). Retrieved from: https://hub.teachingandlearning.ie/resource/a-case-for-slow-scholarship-implications-for-programme-assessment-design/ License: Creative Commons Attribution (CC BY).

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Related OER

This open course is designed to facilitate the development of your Artificial Intelligence (AI) literacy so that you can explore and innovate using Generative AI (GenAI) within your teaching, learning, and assessment practices.

In light of the potential opportunities and challenges of these technologies, this course will facilitate you in exploring the fundamentals of GenAI and AI Literacy, whilst focusing on an ethical practice. You will consider innovative ways in which you can respond to the challenges arising from the impact of these technologies in Higher Education.

Completion of this course will support you in developing a GenAI teaching strategy to apply to your own practice.

This short guide provides an overview of GenAI and a longer discussion of how assessments can be (re)designed to integrate or limit the use of GenAI by students. It includes examples from teaching practice at University College Cork.

We were both impressed and worried to witness the rapid escalation in the ability of tools like ChatGPT to conjure credible-seeming scholarly prose ex-nihilo. Rather than leaving the assessment strategy in MEEN3010 exposed to AI plagiarism, we decided to shift the focus towards a more authentic and interactive learning activity; a poster session.

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