Utilising Generative AI in Assessment Design

Start Date

Thu, 2024-03-21 12:00

The integration of Generative AI into assessments in higher education has led to concerns over their validity among the teaching staff. Despite the many benefits of Generative AI, some fear that it will reduce the need for critical engagement that is key to deep and meaningful learning. Given the near impossibility for it to be out-designed, the best option available would be to design assessment tasks around it. Drawing on a number of case studies of top universities around the world, this workshop discusses strategies on how Gen AI can be implemented in assessment to a varying extent across different academic disciplines to foster student empowerment and engagement.

Speaker:

	Miranda Fung Language Educator & Course Developer Hong Kong Polytechnic University & Hong Kong Metropolitan University Miranda Fung is a language educator and course developer at the Hong Kong Polytechnic University and Hong Kong Metropolitan University. As an active member of the Cambridge Assessment Network and Research, she has extensive experience in supporting various local universities to enhance quality of teaching and learning through curriculum development and assessment design. Passionate about equity and inclusivity in assessment practices, Miranda is committed to designing inclusive assessment and feedback approaches in different teaching and learning contexts in higher education.

Miranda Fung
Language Educator & Course Developer
Hong Kong Polytechnic University & Hong Kong Metropolitan University

Miranda Fung is a language educator and course developer at the Hong Kong Polytechnic University and Hong Kong Metropolitan University. As an active member of the Cambridge Assessment Network and Research, she has extensive experience in supporting various local universities to enhance quality of teaching and learning through curriculum development and assessment design. Passionate about equity and inclusivity in assessment practices, Miranda is committed to designing inclusive assessment and feedback approaches in different teaching and learning contexts in higher education.