King's College London

Problem Overview and Rationale: 

With the escalating use of Generative Artificial Intelligence (GenAI) amongst students, numerous challenges arise to ensure that assessment activities not only promote learning but also remain authentic by equipping students with skills for a GenAI-embedded workforce. Meaningful and inclusive assessment must involve co-creation with students for effective implementation and engagement. Consequently, higher education institutions are tasked with developing authentic, meaningful, and inclusive strategies that integrate GenAI within assessment activities. 

Objectives: 

1. To enhance understanding of undergraduate student perceptions and use of GenAI in academic assessments.  

1. To co-create guidelines and recommendations for integrating GenAI into formative assessment activities for undergraduate students. 

1. To co-create a summative assessment activity integrating GenAI for undergraduate Psychology students.  

 Inclusivity & Equity Commitment: 

We are committed to ensuring inclusivity and equity in our outputs, tailoring them to be appropriate for all students. Special emphasis will be placed on involving neurodiverse students at various stages to ensure that our recommendations and assessment interventions are inclusive. Neurodiversity encompasses students with autism spectrum disorder (ASD), as well as other neurological or developmental conditions such as ADHD and learning disabilities.  

 Staff and Student Involvement: 

Staff researchers 

• The research team comprises lecturers and a senior lecturer in Psychology, as well as a senior lecturer in education from King’s Academy. The team has taken a leading role in GenAI research in education. Projects include 1) focus groups with King’s students and staff to gauge perceptions of GenAI in assessment, 2) a pilot randomised controlled trial (Autumn 2023) of a formative activity integrating GenAI and 3) an investigation into staff’s ability to detect GenAI assisted essays. This work and more led to the team being invited to write a book chapter on authentic assessment and GenAI (in press). 

Student Research Assistants 

• The research team are delivering existing projects with final year undergraduate (n=4) and postgraduate psychology students (n=2) regarding GenAI. We will approach these students in the first instance for a further paid opportunity to work on this new project and advertise more widely to give other students the opportunity too. 
• Responsibilities will include assisting in the development of co-creation materials; acting as facilitators of co-creation activities; providing assistance with analysis; and helping with dissemination activities. 

Students as Co-Creators 

• Undergraduate students will be involved in co-creation activities. 

Phase 1: Conduct co-creation workshops with undergraduate students (n=8-10) of any subject discipline. This will be an opportunity to further enhance understanding of undergraduate student perceptions and usage of GenAI in their studies (Objective 1). Students will support the adaption of existing generic departmental guidelines and develop recommendations for various assessment types encountered in their courses (Objective 2). Recommendations will include components related to GenAI functions and GenAI literacy; implications for learning, academic rigour, and integrity; skills for future employment; and ethical principles. 

Phase 2: Leveraging insights from Phase 1, co-create a Psychology-specific, GenAI-integrated summative assessment activity with psychology undergraduate students (n=8-10) (Objective 3). The research team will also develop guidance for staff on how to deliver this new summative assessment.