How can I revise my assignments to deter student use of AI?
As generative AI becomes more advanced and accessible, it’s helpful to revise assignments in ways that deter unauthorized use while promoting genuine learning. Here are detailed strategies for creating assignments that are less susceptible to misuse by AI and encourage authentic student engagement:
Incorporating presentations and defenses into assignments encourages students to articulate their ideas and demonstrate their understanding without relying on AI-generated content. By requiring students to present their work and engage in question-and-answer sessions, instructors promote effective communication skills and critical thinking abilities. These assignments provide valuable opportunities for students to showcase their knowledge, receive immediate feedback, and engage in meaningful dialogue with peers and instructors
Strategies
- Presentations: Require students to present their findings to the class or in a one-on-one session with the instructor.
- Q&A sessions: Follow presentations with a question-and-answer session to assess the student’s comprehension and ability to discuss their work.
- Recorded videos: Have students submit video presentations where they explain their project and process.
Example prompts
- Prepare a 10-minute presentation on your term paper, followed by a 5-minute Q&A session where you answer questions about your research and conclusions.
- Prepare a 15-minute presentation on your final project, followed by a 10-minute Q&A session where you will answer questions from your classmates and the instructor about your methodology and findings.
- Record a video presentation explaining the key points of your research paper. In your video, address potential counterarguments and provide a detailed justification for your conclusions.
In-class writing and assessments offer students the opportunity to demonstrate their knowledge and skills in real-time, deterring unauthorized use of AI. By conducting writing assignments and assessments during class time, instructors ensure that students must rely on their own understanding and abilities without the aid of AI. These assignments promote active learning, critical thinking, and effective time management skills, leading to more authentic assessment outcomes.
Strategies
- Timed essays: Schedule in-class essay writing sessions where students respond to prompts within a set time.
- One-minute papers: Have students write a quick, one-minute paper at the end of class to summarize key concepts or respond to a prompt.
- Short-answer questions: Use short-answer questions in exams that require critical thinking and synthesis of course material.
- Concept maps: Have students create concept maps in class to visually organize and represent their understanding of a topic.
- Writing workshops: Organize workshops where students work on writing tasks and receive immediate feedback.
Example prompts
- During our next class, you will write an in-class essay on one of the key topics we have covered. Bring any notes or materials you need, but all writing must be done in class.
- Create a concept map that outlines the major theories we covered this week. Include key concepts, their relationships, and examples.
- Complete a short-answer quiz in class that requires you to synthesize information from multiple lectures and readings, demonstrating your understanding of key concepts.
Unique assignments challenge students to think creatively and independently, making it difficult for them to rely on AI-generated content. By incorporating creative activities, multi-modal projects, interdisciplinary tasks, and original research assignments, instructors encourage students to explore new ideas and approaches to learning. These assignments foster innovation, critical thinking, and problem-solving skills, preparing students to adapt and thrive in a rapidly changing world.
Strategies
- Creative projects: Design assignments that involve creative output, such as creating a multimedia presentation, designing an experiment, or developing a prototype.
- Original research: Encourage students to conduct primary research, such as interviews, surveys, or experiments that require data collection and analysis.
- Interdisciplinary tasks: Develop assignments that require integrating knowledge from multiple disciplines, promoting complex problem-solving and critical thinking.
Example prompts
- Develop a multimedia presentation on a local issue of your choice. Conduct interviews with community members, gather data, and present your findings along with proposed solutions.
- Create a podcast episode on a topic related to our course. Conduct interviews, gather data, and present your findings in a compelling audio format.
- Design a prototype or model that illustrates a key concept from the course. Prepare a detailed report and presentation explaining how your prototype works and its applications.
Instructor conferences provide personalized feedback and support to students, deterring unauthorized use of AI by fostering direct interaction and accountability. By scheduling one-on-one or small group conferences, instructors create opportunities for in-depth discussions, clarification of concepts, and guidance on assignments. Conferences promote student engagement, confidence, and academic integrity, leading to deeper learning and greater success in the course.
Strategies
- Progress check-ins: Schedule regular conferences to discuss the student’s progress on long-term assignments.
- Draft reviews: Review drafts with students during the conference, offering feedback and asking questions to gauge their understanding.
- Personalized feedback: Use the conference to give personalized advice and address any concerns or challenges the student might have.
Example prompts
- Schedule a 15-minute conference with me to discuss your research paper draft. Be prepared to explain your research process, your main arguments, and the feedback you have received so far.
- Schedule a conference to discuss your progress on the midterm project. Be prepared to present your research question, preliminary findings, and any challenges you are facing.
- Meet with me to review your annotated bibliography. We will discuss your sources, how they relate to your research question, and any gaps in your literature review.
Scaffolded assignments break down complex tasks into manageable steps, discouraging reliance on AI while promoting active learning and skill development. By providing clear instructions, interim deadlines, and targeted feedback, instructors support students’ progress and success throughout the assignment process. Scaffolded assignments foster independence, resilience, and mastery of course content, enhancing students’ ability to tackle challenges and achieve their academic goals.
Strategies
- Task segmentation: Divide the assignment into distinct stages, such as topic selection, research proposal, annotated bibliography, draft submission, and final paper.
- Interim deadlines: Set deadlines for each stage to ensure steady progress and timely feedback.
- Skill development: Use each stage to develop specific skills, such as research methods, critical analysis, and academic writing.
Example prompts
- Your research project will be completed in five stages:
- Submit a topic proposal with a research question by Week 3.
- Submit an annotated bibliography of at least 10 sources by Week 5.
- Submit a detailed outline by Week 7.
- Submit a complete first draft by Week 9.
- Submit the final paper by Week 12.
- Your final project will be submitted in stages:
- Research question and hypothesis by Week 2.
- Literature review by Week 4.
- Methodology section by Week 6.
- Preliminary data analysis by Week 8.
- Complete draft by Week 10.
- Final submission by Week 12.
Metacognitive reflection on the writing process empowers students to develop a deeper understanding of their own thinking and learning strategies, deterring the use of AI by promoting self-awareness and authenticity. By prompting students to analyze their writing process, identify strengths and areas for improvement, and reflect on their decision-making, instructors foster critical thinking and independent problem-solving skills. Reflective components encourage students to take ownership of their learning journey, leading to greater engagement, confidence, and academic growth.
Strategies
- Process analysis: Ask students to write a process analysis detailing how they approached the writing assignment, including planning, research, drafting, and revising.
- Reflective questions: Provide prompts that guide students to reflect on their cognitive strategies, such as “How did you decide which sources to use?” or “What challenges did you face during the drafting process?”
- Self-assessment: Have students assess their own work using a rubric before submission, reflecting on their strengths and areas for improvement.
Example prompts
- Write a process analysis of your research paper. Discuss how you selected your topic, conducted your research, organized your ideas, and revised your drafts. Reflect on the strategies that were most effective and the challenges you encountered.
- Write a reflective essay analyzing your writing process for this assignment. Discuss how you organized your research, drafted your paper, and revised it. What strategies worked well, and what would you change in the future?
- Submit a self-assessment of your final paper using the provided rubric. Reflect on your strengths and areas for improvement, and describe the steps you took to address feedback from peers and the instructor.
Conclusion
By revising assignments to include personalized, process-oriented, and reflective components, instructors can deter unauthorized use of AI while fostering a deeper engagement with the material. These strategies not only uphold academic integrity but also enhance the learning experience, encouraging students to develop critical thinking, creativity, and independent problem-solving skills.
This content was developed with the assistance of Open AI’s ChatGPT.