Maoinithe ag an Aontas Eorpach. Mar sin féin is tuairimí agus tuairimí an údair amháin nó na n-údar amháin iad na tuairimí agus na tuairimí a nochtar agus ní gá go léiríonn siad tuairimí an Aontais Eorpaigh nó na Gníomhaireachta Eorpaí Feidhmiúcháin Oideachais agus Cultúir (EACEA). Ní fhéadfar an tAontas Eorpach ná EACEA a chur i gcuntas astu. Uimhir an tionscadail: 2023-1-NL01-KA220-HED-000155675. Lessons learned The hybridisation of assessment, combining traditional and AI-based methods, improves the authenticity and personalisation of evaluations. AI tools facilitate more flexible and adaptive assessment practices, but there have been challenges in implementation, such as the fact that cultural and organisational differences between universities can impact the effectiveness of AI-based systems, and the need for trust in online assessment technologies, addressing concerns about privacy, data handling, and equitable treatment. This study has shown an impact on Learning and Teaching through AI-supported low-stakes tests, because they help in retaining information and identifying comprehension gaps, since the use of continuous assessment forms promotes active learning and student engagement. Critical Perspectives are also indicated, since the integration of AI in education must address potential risks such as biases, privacy issues, and instructional disruptions; balancing technological advancements with humanistic educational values is crucial. Implications for practice The study underscores the transformative potential of AI and digital tools in higher education assessment and highlights the importance of cautious implementation and ongoing evaluation to address challenges and critical perspectives that could emerge. Cás-staidéar 7: Measúnú Foirmitheach Bunaithe ar Fhianaise a Phromhadh ar Phunann ChatGPT General information Pirozzi, M., Mariani, M., & Moriggi, S. (2023). Future proofing a ChatGPT-proof portfolio evidence-based formative assessment. LUISS Business School. The study focuses on developing a resilient assessment method in educational contexts that can withstand the challenges posed by AI tools like ChatGPT. This approach emphasises continuous assessment and the creation of individual portfolios to capture students' learning experiences in a comprehensive way. The primary purpose of the study was to test the hypothesis that traditional assessment methods such as quizzes and essays are becoming inadequate for capturing the creative and iterative learning processes in experiential and inquiry-based courses. The study aimed to implement and evaluate a portfoliobased formative assessment that reflects students' active participation, strategic thinking, and ability to ask quality questions.
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