Students using AI for self-assessment instead of task completion
Students describe using the tool to obtain direction, to get help with parts they do not understand and to identify the strengths and weaknesses of work they have already done, rather than to have the work done for them. The practice is located within the learning situation and depends on nothing other than the student's own decision as to what to ask.
Record
- Level
- Micro
- Domain
- Teaching Practice
- Country
- Multiple countries
- Context
- Higher education
- Maturity
- Piloted
- Scalability
- Piloted
- Transferability
- Embedded
- Source report
- R3
Source trail
The source on which this record rests, the place in the document and the sentence found there. Quotations are searched for mechanically in the source file and the page on which they were located is recorded.
- 01R3 · Report on trends in policies and practices on the use of LLMs and generative AI in the partnership: Third report (draft)ADMIT (Erasmus+, EADTU)Section 3.3.3Quotation located in the source
Instead of having AI do my homework for me, I use it to ask for ideas that can guide me in the right direction
The contrast the student draws is the practice itself: the tool is placed before the work rather than in place of it.
Evidence
The reported evidence on the effect of the practice. Evidentiary strength varies between practices; it is reproduced here as the source reports it.
Reported through student quotations under the theme covering most answers on use; no institutional instrument mediates the practice, which is why it is recorded at the micro level.