Titlebook: ;

Infraction

Applications of Generative AI in Summative Assessment,veness and integrity of conventional summative assessment methods such as written essays and end-of-unit exams. Critics argue that summative tests promote rote learning while summative essays are no longer reliable in the wake of widely accessible GenAI tools. Against this background, the chapter hi

抑制

Enhancing Personalised Learning and Student Engagement Using Generative AI,tical illustrations, such as utilising ChatGPT to generate adaptable learning materials, personalised study plans, and interactive educational tools to meet individual learning requirements. Firstly, the chapter draws on the Universal Design for Learning (UDL) framework, focusing on its core princip

Offensive

Responsible Use of Generative AI for Educators and Students in Higher Education Institutions,s the growing interest among students and educators in integrating AI tools into their learning and teaching practices. To navigate the ethical, social, and technical complexities of embedding GenAI into educational settings, the chapter draw on Responsible Research and Innovation (RRI) framework. B

decode

MIRTH

华而不实

Emergent Issues and Future Considerations,ure and transparency. Thirdly, the chapter also highlights key areas in which organisations need to set the right policies and guidance to enable productive and appropriate use of GenAI while preventing its abuse.

strdulate

Öffentlicher Raum und Urbanitätising educational outcomes and making assessments both effective and mindful. The chapter uses practical examples to demonstrate how tools like ChatGPT can help to create and grade personalised, diverse, and comprehensive summative assessments that align not only with educational outcomes today but also with the skills demand of the future.

JOT

Applications of Generative AI in Summative Assessment,ising educational outcomes and making assessments both effective and mindful. The chapter uses practical examples to demonstrate how tools like ChatGPT can help to create and grade personalised, diverse, and comprehensive summative assessments that align not only with educational outcomes today but also with the skills demand of the future.

琐碎

Adebowale Owoseni,Oluwaseun Kolade,Abiodun Egbetok

Proponent

Generative AI and Its Implications for Higher Education Students and Educators,nt and the need to give more attention to know-how (competence development) and show-how (performance evaluations) over know-what (knowledge testing). This sets the ground for the introduction of the next six chapters, in which use cases of generative AI are presented and discussed across a whole sp