Cross-Cultural Approaches to AI & Assessment: A Webinar & Conversation Series - Session 2: Critical and Care-full Responses to AI and Assessment
This series invites faculty across GSU to gather, learn and connect about the big questions surrounding AI & Assessment, and how researchers and practitioners around the world approach them. Following each hybrid webinar, GSU attendees will share coffee, conversation, and ideas about how we can apply these insights in our assessments here.
This interactive discussion will explore how we might respond to some of the key challenges surrounding assessment and feedback in contemporary higher education. Today’s educators work in increasingly difficult times. Financial constraints have caused turbulence across institutions, and the impacts of Generative Artificial Intelligence (GenAI) are destabilising the ways in which we understand what it means to teach, learn and assess learning. Within this wider context, assessment and feedback, already challenging areas of practice to make ‘work’, need to be understood in new ways within an increasingly AI-mediated world. In this discussion we will examine some of these challenges and share some examples of responses from our own theory-practice that include assessment redesign, a feedback manifesto, and research that seeks to surface students’ experience of the AI-mediated university. We will explore how we might respond thoughtfully, and with care, to some of the messy and thorny issues we experience. There will be an opportunity for participants to share their own experiences and responses as well as to pose questions to the presenters.
Dr Karen Gravett is Associate Professor of Higher Education, and Head of the Surrey Institute of Education, University of Surrey, UK. Karen’s research focuses on learning and teaching in higher education and has been funded by the Society for Research into Higher Education, the Arts and Humanities Research Council, the Economic and Social Research Council, The UK Literacies Association, The Association of Learning Developers in Higher Education, and The British Association of Applied Linguistics. Karen is an Executive Editor for the journal Teaching in Higher Education and a member of the Editorial board forLearning, Media and Technology. She is also a a Principal Fellow of the Higher Education Academy (PFHEA) and an Honorary Associate Professor for the Centre for Assessment and Digital Learning (CRADLE) at Deakin University. Karen’s latest books are Reconceptualising Teaching in Higher Education: Connected Practice for Changing Times, Critical Practice in Higher Education, and Relational Pedagogies: Connections and Mattering in Higher Education.
https://www.surrey.ac.uk/people/karen-gravett
Professor Naomi Winstone is Professor of Educational Psychology in the Surrey Institute of Education at the University of Surrey. Naomi is also an Honorary Professor in the Centre for Research in Assessment and Digital Learning (CRADLE) at Deakin University, Australia. She is a Principal Fellow of the Higher Education Academy and a UK National Teaching Fellow. Naomi is a cognitive psychologist specialising in the processing and impact of instructional feedback, and the influence of dominant discourses of assessment and feedback in policy and practice on the positioning of educators and students in feedback processes. Her 2019 book co-authored with David Carless, Designing Effective Feedback Processes in Higher Education: A Learning-focused approach set the agenda for new approaches to feedback policy and practice. Using her research and institutional leadership experience, Naomi works with schools, universities and organisations across the world to embed learning-focused approaches to feedback into practice.
https://www.surrey.ac.uk/people/naomi-winstone