Abstract
Artificial intelligence (AI) is changing how people work and live. There is an urgent need for higher education to recognise this change and respond. Assessments are key to this response. Old models of assessment draw on pattern recognition and recall, which will be of considerably less use to newer forms of employment. This chapter defines artificial and human intelligences, then distinguishes between them, outlining the things that humans can do that machines cannot and vice versa. In particular, we suggest personal epistemology (“meta-knowing”) and evaluative judgement (making judgements about quality of work) are peculiarly human. Consequently, higher education assessments should focus on these capabilities. We offer the example of a critical appraisal assessment as an illustration. By deliberately focussing assessments on areas where humans think better than machines, we can enhance graduates’ abilities to navigate through an AI-enabled world.
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Bearman, M., Luckin, R. (2020). Preparing University Assessment for a World with AI: Tasks for Human Intelligence. In: Bearman, M., Dawson, P., Ajjawi, R., Tai, J., Boud, D. (eds) Re-imagining University Assessment in a Digital World. The Enabling Power of Assessment, vol 7. Springer, Cham. https://doi.org/10.1007/978-3-030-41956-1_5
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