There is a bit of impatience in the higher education sector to “do something” about generative AI.
In the last year, academics and leaders have been exhorted to bolster academic integrity in the face of new AI tools, prevent misconduct, integrate AI into the curriculum, and ensure assessments are AI-proof – while simultaneously implementing measures to reorient their courses and curricula to exploit the many advantages generative AI offers.
The positive potential of generative AI is, of course, the same potential that directly links to concerns about assessment integrity – AI authored essays, code snippets and software, graphics, audio, posters, and video.
As engineering educators, we are instinctively inclined to welcome new technology tools and to be progressive in assessment formats. The engineering curriculum offers a wealth of opportunity for innovative and authentic assessment formats including designs, portfolios, test reports, specifications, code, and business cases as well as traditional exams and the occasional essay.
