Make your “ChatGPT” and other artificial intelligence expectations clear

Students want to know what your expectations are. Sometimes students feel uncertain about what to ask or how to ask. Students learn quickly that different instructors, in different programs, handle and regard some things differently when it comes to rules for academic integrity. The reasons for this can relate to discipline, to learning outcomes, to…

10 Guidelines for Assessment Practice in an Artificial Intelligence Environment

Artificial intelligence (AI) text generators, such as but not limited to ChatGPT, are increasingly available with quickly advancing capabilities.  Proper and ethical use is important for transparent and valid assessment.  The following are 10 general guidelines for educators.   To prepare Learn about relevant, new AI technologies and their applications in contexts of interest. Discuss…

Indigenization and Assessment – Rethinking Traditional Practice

“Education got us into this mess, education will get us out of it.” – Honourable Justice Murray Sinclair, Chair of the Truth and Reconciliation Commission, December 2015 Higher education is embarking on a journey of Indigenization, decolonization and reconciliation (IDR). Location will impact understanding of how to accomplish IDR and who will be involved in actualizing…

USask Assessment Principles

In the 2022-23, USask adopted an updated set of principles about how we try to assess students.  Here are some tips about using each of the principles in your course.  Each principle is defined and related posts are listed. Is aligned with learning outcomes and instructional strategies (assessment of learning). Alignment refers to the process…

choice board picture

Student Voice and Choice: Co-Creating Choice Boards 

By Racquel Biem, Educational Development Specialist, Gwenna Moss Centre for Teaching and Learning Co-creating a list of potential assessments with students is a great opportunity to increase student voice and choice. Students who choose assessments that are personally relevant are more likely to be motivated, engaged, and take ownership of their learning. Giving students a…

An Outcomes-Based Practice Continuum

Previous Educatus blog posts have discussed outcomes-based assessment and grading outcomes versus grading assignments. This post will discuss a continuum of outcomes-based practices including referencing outcomes, assessing outcomes, and reporting student achievement on outcomes.  Referencing Outcomes  Referencing outcomes is a beginning outcomes-based practice. Outcomes are referenced within each assignment, often with the instruction section. Here, the…

Time for a Jump Start? Teaching and Learning Fund at the GMCTL

Feeling stuck? Even though good ideas for change are exciting and energizing, sometimes they sit still or do not progress.  Common reasons include: Working at it sporadically or “off the side of your desk” Attending to more urgent or pressing issues Being at (or beyond) your limit in terms of projects and things to do…