In the age of artificial intelligences, student assessment is taking an unexpected turn. Educational institutions, facing this technological advancement, are rethinking their examination methods. Traditional assessments are fading away, making way for new formulas and formats. Teachers are questioning the authenticity of academic outputs and their real value in a changing landscape. The urgency is no longer to oppose AI tools but to reflect on the coexistence of human and machine. The grand oral, for example, is replacing theses by offering a new dynamic of learning and assessment.
Evolution of Assessment Practices
Higher education institutions are adapting their assessment methods in response to the rise of artificial intelligences. Institutions, shaken by the integration of advanced technologies, are moving from traditional assessments to a more interactive format. For example, at the Institute of Business Administration at the University of Western Brittany, the thesis will be replaced by a “grand oral.” This change is part of a desire to make assessment more relevant and suited to contemporary realities.
Redefinition of Skills
Teachers are finding that classic written assignments no longer accurately reflect the skills of students. AI tools such as ChatGPT and Copilot are calling into question the value of traditional theses, which are considered obsolete in the face of technological evolution. The oral examination, now central to the curriculum, will assess students’ analytical and synthesizing abilities. This transformation aims to better align with the demands of the professional world.
Consensus on Coexisting with AI
A debate is emerging among educators. Rather than opposing these technologies, they tend to consider how to coexist with them. Vincent Salaun, a lecturer, questions the relevance of written assignments by calling for a revision of traditional formats. The questions remain: how to constructively integrate these AI tools into the academic curriculum? What forms of assessment will ensure fairness and authenticity of results?
Impact on the Value of Diplomas
The generalization of artificial intelligences poses challenges for the value of university diplomas. Teachers are concerned about the integrity of assessments. The easy access to content generators could potentially alter academic results. A reflection is necessary to maintain the credibility of diplomas in light of these changes. A concerted approach between teachers and administrative officials will become essential for navigating this new era.
Future Perspectives
As technologies evolve, the future of exams could transform further. Many experts anticipate AI applications that will revolutionize assessment practices. The emergence of adaptable learning tools will allow students to develop their skills in a personalized manner. Institutions will then need to rethink their pedagogical approaches to integrate these advancements while preserving the very essence of education.
In the face of these transformations, collaboration between teachers and students will be essential. Preparing students for a world where AI is ubiquitous will require suitable and imaginative adjustments. Education stakeholders will thus face the challenge of accompanying this pedagogical revolution while preserving the fundamental values of higher education.
Frequently Asked Questions
How are artificial intelligences changing the format of exams?
Artificial intelligences, like ChatGPT, influence the form of assessments by replacing traditional theses with oral examinations and integrating files that analyze competencies. This leads to a reevaluation of assessment methods in higher education.
What are the advantages of a grand oral compared to a written thesis?
The grand oral allows students to demonstrate their communication, analysis, and synthesis skills in a more interactive and dynamic manner, while being less focused solely on written composition.
How are teachers adapting their methods in response to generative AI?
Teachers are evolving towards assessments that value critical analysis and the ability to integrate AI tools, seeking to balance the use of these technologies while maintaining the authenticity of assessment.
What skills should students develop in this new context?
Students need to focus on skills such as critical thinking, oral communication, collaboration, and adaptability in using technologies, particularly artificial intelligence tools.
How do institutions guarantee the value of diplomas with these changes?
Institutions rely on diverse and adapted assessment methods that determine understanding and application of knowledge rather than simply writing ability, in order to ensure the value of diplomas in a changing world.
What challenges does the integration of AI in assessment pose for teachers?
Teachers face the complexity of verifying the authenticity of works, the need to adapt course content, and the struggle against excessive dependence on AI tools by students.
Do artificial intelligences really facilitate student learning?
Yes, when used wisely, artificial intelligences can enrich learning, help provide personalized resources, and offer simulations of real-life situations for practical learning.
What strategies can be implemented to balance the use of AI in assessments?
Institutions can establish clear policies on the use of AI, design assessments requiring human reasoning, and train students in ethical and thoughtful use of these tools.
How to prepare students for this evolution in their academic journey?
It is essential to guide students by providing them with resources on the use of artificial intelligences, raising awareness of ethical implications, and helping them develop essential cross-disciplinary skills for the 21st century.
