AI and testing

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AI can support you in the creation and assessment of exams, for example, or even be part of your teaching and learning objectives and therefore relevant to exams.

The following questions can be helpful impulses for reflecting on the possibilities of using AI in your examinations:

  • What regulations are in place at my institution regarding the use of AI tools in examinations and coursework?
  • For which learning objectives of my course is it sensible and permitted to allow the use of AI tools and where should it not be permitted?
  • Where do I want to and can I make the use of AI tools mandatory for an examination/study achievement? If this is possible from an institutional perspective, do all students have equal access to the AI tool(s) I want to make mandatory and, if applicable, to training on these AI tools?
  • Do I want my students to use AI tools
    • for brainstorming,
    • for formulating a research question.
    • for research work,
    • for text generation,
    • for creating an outline, structuring,
    • for content revision & feedback,
    • as a tool for creating an image, video or other digital artwork?

Testing under uncontrolled conditions

For examination performance under uncontrolled conditions, such as term papers, practical or artistic work, it must be determined whether and which AI tools may be used for the examination or coursework and how the use should be documented.

With regard to term papers, for example, there is much to be said for the position that "Written statements are now the results of co-creative collaboration with AI tools". (Weßels, 2022)

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Adapt declarations of independence

You decide on the use of AI tools in accordance with the applicable examination regulations. This results in the need to adapt the declaration of independence that your students submit together with the examination or coursework.

The three most common cases are

Basic idea:

Students are allowed to use AI systems to create their examination, document their approach and describe the knowledge gained in the process. For example, students should compare the quality of the output of AI tools with conventional literature or with the output of specialist databases.

For this purpose, it is necessary to define the permitted tools in advance, i.e:

  1. All tools are allowed. [or]
  2. Restricted, explicit list of tools that may be used, all others are not permitted. [or]
  3. Explicit list of prohibited tools. All other tools are permitted. Legal recommendation: Option three is problematic, as teachers may not know all the tools: Development is so fast that a complete overview is hardly possible.

Declaration of independence:

"I have only used the permitted and documented tools. I assure you that the labeling of the AI use is complete and I have listed the AI tools used with their product names in the "Overview of tools used" directory.

In the appendix I have

  • listed the prompts I used, [or]
  • listed all AI-generated outputs individually [e.g. links to prompt histories], [or]
  • documented the use of the AI tools [see example on the following page],

that were relevant to the task."

 

Example documentation of the use of AI tools:

AI toolUsed forWhyWhen
ElicitFind an introduction to the topicFind relevant papers for my research questionFirst literature search
DeepLTranslation of abstracts of English-language articlesDeciding which articles I want to usein the literature review and selection
ChatGPTHave concept XY explainedClarification of comprehension questions about...when working on the theoretical part of my term paper

Source: dghd - Suggestions for declarations of independence for the possible use of AI tools

Basic idea:

The basic technical, writing and tool skills of the students are already present in this scenario. The work is assessed as a result of the use of different methods and independent thinking.

Declaration of independence:

"I have only used the permitted and documented tools. I am fully responsible for the selection, adoption and all results of the AI-generated output I used. In the list "Overview of tools used" I have named all AI tools used with their product name [and as required by the teacher] and in the appendix the prompts I used in my work.

  • the prompts I used in the work.
    [and/or]
  • all AI-generated outputs used in the work are listed individually [e.g. links to prompt histories]."

Sample documentation of the use of AI tools incl. prompts used:

AI toolUsed forWhyWhenPrompts used
ElicitFind an introduction to the topicFind relevant papers for my research questionFirst literature searchComplete documentation of the process incl. report or link to the review
DeepLTranslation of abstracts of English-language articlesDeciding which articles I would like to useduring the literature review and selectionOriginal text, selected language, outcome
ChatGPTHave concept XY explainedClarification of comprehension questions about...when working on the theory part of my term paperComplete documentation of the prompt process or link to prompt process
Sora 2Generating short video clips from text prompts
Part of the taskOngoing in the processComplete documentation of the prompt history or link to prompt history

Basic idea:

Do not initially allow AI tools and emphasize the importance of professionally verified and relevant sources.

Declaration of independence:

"I have not used any outputs from [text, image, or code-generating] AI tools in the elaboration."

Source: dghd - Suggestions for declarations of independence for the possible use of AI tools

Testing under controlled conditions

Create AI-supported exam questions

Using the prompt linked below, you can specify the number of questions, question type, difficulty level and other parameters in the chat with an AI. As a result, the AI creates a file with the desired test questions, which you can import into Moodle and finalize there.
Further information and the prompt can be found here:

Examinations under controlled conditions
are, for example

AI tools are deactivated by default in the e-assessment center of the Teaching Service Center. We are currently working on ways to allow the controlled use of AI and to document its use by students in a legally secure manner. If you are interested in developing and testing this together with us, please contact us: www.uni-kassel.de/go/scl

Assessing term papers

Your AI assistant can analyze the structure of the paper, the correctness of the content or the use of scientific language, for example, according to predefined criteria and provide suggestions for feedback. The results serve as a suggestion and must always be critically scrutinized by you. The final decision lies with you as the examiner.

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Prompt example:
"Analyze the uploaded term paper from the perspective of a subject matter expert in [subject area]. Check the clarity of the thesis, the argumentation structure, the scientific foundation and the scientific language style. Give constructive feedback that helps the student understand what they can improve in their work and why and how. At the beginning of the feedback, list the things that have already been done very well or well with regard to the test criteria listed."

Preparation for oral examinations in the role of examiner or examinee

ExamSim: AI simulator for oral exams

The digital avatar asks AI-generated questions, reacts to the examinee's answers and asks questions back. The system offers various levels of difficulty and can be used for different subject areas. The examination situation is then comprehensively evaluated with the help of AI-supported analysis tools.
You can test the system as part of the AI theme days:

Students can use a digital avatar to prepare for an oral examination.

As an examiner, you receive a good basis for reflection on your own exam behavior.

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Further links