# Finding student-author voice:
a rubric for assessment in the AI era.

UNIVERSITÉ CÔTE D'AZUR

Daire Maria Ni Uanachain
[0009-0001-3093-5347]

dairemaria@gmail.com;

daire-maria.ni-uanachain@etu.univ-cotedazur.fr;

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Laboratoire d'Innovation et
Numérique pour l'Éducation

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Smart
EdTech

## Objective of the Project

Increasing pressure on education systems to evolve and focus on 21st Century Skills sees a new focus on cognitive skills and project-based learning (PBL). Schools also need to adapt to the arrival of generative AI (GenAI), which provides text output in seconds resulting in concerns over skills atrophy and over-reliance on AI, while rendering traditional assessments obsolete.

### Objective

* Explore the integration of GenAI in formative assessment
* Propose a new rubric for evaluating student writing as part of SEL based PBL.

### Significance

* Emphasise the importance of maintaining student-authored voice in the era of AI-assisted writing.

### Purpose

* Develop a balanced approach to teaching and learning that incorporates GenAI without compromising critical thinking and writing skills.

## Theoretical Background

* Self-Determination Theory

* Generativism

* Constructivism

* Connectivism

* Learning as a Generative Process

* PBL & EDGIM

* Flipped Assessment

* AIED frameworks and AI Assessment scales

## Research on impact of AIED

In co-creation with GenAI activities most of the students:

* Felt Al helped them and made learning more enjoyable

* Felt more confident in their abilities when using Al

* Were aware of/concerned about the risks of skill atrophy

The higher the intrinsic motivation, the more they felt GenAI was helpful, the more motivated they were.

Students with lower intrinsic motivation or low self-efficacy were concerned about the impact of AI on education and/or future career.

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## Practical Background

* Need for new assessment parameters: over reliance on GenAI detection tools

* Need for new approach to teaching writing: by teaching students to edit for author voice, we teach students how to think critically about their writing; ESL focus on meaning of words/structure of sentences/communicative achievement

* Need to reposition writing within a broader set of skills

### 4 Cs of 21st Century Teaching

* Communication

* Collaboration

* Critical Thinking

* Creativity

<figure><img src="image_4.png" /><figcaption>21st Century Skills
Worlds Economic Forum (2016)</figcaption></figure>

## Existing Frameworks

The PPai (Passive-Participatory) framework and subsequent rubric assess aspects of AI literacy along with 21st century skills such as creativity and communication.

* increasing complexity and depth of interaction, encourages students to move beyond passive consumption to active, critical engagement with AI

* development of critical thinking through the evolution of the learner's role as a co-creator of knowledge, stressing the importance of developing students' ability to question, interact, gain deeper understanding.

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AIAS
Perkins, Furze, Roe, & MacVaugh. (2024)

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PPai6

Romero, Duguay, Isaac, Barma, Duret, Heiser & Lake. (2023).

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Use of GenAI in education: a rubric of creative uses of GenAI
Vaillant, Mériaux & Lyon. (2023)

The AI Assessment Scale (AIAS) defines the permissible extent of AI assistance for maintaining academic integrity and skill development.

* a structured approach to integrating AI into assessments, ensuring that students develop necessary skills

* maintains the integrity of the assessment process, ensuring that AI assistance does not undermine the learning objectives.

## Key Insights

* Existing frameworks focus on Co-creativity and AI literacy; particularly useful in STEAM or PBL learning

* Need for domain knowledge, communication skills and writing-editing skills to properly co-author

* Adopt ESL approach to teaching writing, with a focus on student-author voice.

## The Student-Author Voice Rubric

SAV measures the ability of students to author and/or use AI to effectively co-author, integrate domain knowledge, and demonstrate critical thinking and editing skills.

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Student-Author Voice Rubric (SAV)

Ni Uanachain. (2024)

### Balance of AI Assistance and Author

**Voice:** Ensures that Al is used as a tool to enhance the work while maintaining the student's unique voice.

### Domain Knowledge Integration:

Measures the student's ability to incorporate relevant subject matter knowledge into their work.

**Critical Thinking and Editing:** Assesses the student's skill in critically evaluating and refining AI-generated content.

## Application and Implications

Mitigates worries over lack of skill development as students actively engage with GenAI to develop writing and editing skills producing human-sounding text as per project deliverables. Scaffolded learning; gradual immersion into complex tasks using GenAI.

<figure><img src="image_9.png" /><figcaption>AI supported EDGIM. Ni Uanachain. (2024)</figcaption></figure>

Adapted from EDGIM, Sanabria and Sanchez-Escobedo. (2017)

### Research, Policy, and Practice

1. Need for updated assessment rubrics that recognise Al assistance.

2. Policy recommendations for ethical AI integration in education.

3. Practical strategies for teachers to balance AI use and skill development.

<figure><img src="image_10.png" /><figcaption>AI-Assisted Assessment Through Collaborative Dialogues</figcaption></figure>

McMinn. (2023)

### Strengths and Limitations

Further research on the effectiveness of the SAV rubric and exploration of additional AI-integrated pedagogical frameworks needed. Need for teacher training and potential resistance to change.

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### Related Literature

Ali, S., Payne, B.H., Williams, R., Park, H., & Breazeal, C. (2019). Constructionism, Ethics, and Creativity: Developing Primary and Middle School Artificial Intelligence Education. MIT.edu.

https://robots.media.mit.edu/wp-content/uploads/sites/7/2019/08/Constructionism__Ethics__and__Creativity.pdf

Bouschard, S., Coverstone, A., & P. Anand Rao. (2023). Beyond Algorithmic Solutions: The Significance of Academic Debate for Learning Assessment and Skill Cultivation in the AI World. Social Science Research Network. DOI:

https://doi.org/10.2139/ssm.4567346

Carter, A. (2020, November 30). Developing critical thinking skills in the ESL classroom | Contact. https://contact.tesontario.org/developing-critical-thinking-skills-in-the-esl-classroom/

EUR-Lex - 52023AP0236 - EN - EUR-Lex. (n.d.). Eur-Lex.europa.eu. Retrieved March 13, 2024, from http://data.europa.eu/eli/C/2024/506/oj

Fathoni, A. (2023). Leveraging Generative AI Solutions in Art and Design Education: Bridging Sustainable Creativity and Fostering Academic Integrity for Innovative Society. E3S Web of Conferences. DOI:

https://doi.org/10.1051/e3sconf/202342601102.

Kodaruddin, K. (2023). Empowering Education through Generative AI: Innovative Instructional Strategies for Tomorrow's Learners. International Journal of Business, Law, and Education. DOI: https://doi.org/10.56442/ijble.v4i2.215

Kop, R., & Hill, A. (2008). Developing Education through Generative AI: Innovative Instructional Strategies for Tomorrow's Learners. International Journal of Business, Law, and Education. DOI: https://doi.org/10.19173/irrodl.v9i3.523

Marche, S. (2022, December 6). The College Essay Is Dead. The Atlantic. https://www.theatlantic.com/technology/archive/2022/12/chatgpt-ai-writing-college-student-essays/672371/

McMinn, S. (2023, May 1) AI-Assisted Assessment: Enhancing Technical Writing Through Collaborative Dialogues. LinkedIn. https://www.linkedin.com/pulse/ai-assisted-assessment-enhancing-technical-writing-through-mcminn/

Ni Uanachain, D. M. (2024, May 14). CreaTech: A technology-enhanced Project-Based Learning framework applied in an Italian context. Medium. https://medium.com/@dairculturale/creatch-a-technology-enhanced-project-based-learning-framework-applied-in-an-italian-context-f8d02481734c

Pickens, H. (2023, October 25). How Ineffective use of Generative AI can Atrophy Your Brain. ECMTutors. https://www.ecmtutors.com/how-ineffective-use-of-generative-ai-can-atrophy-your-brain/

Perkins, M., Furze, L., Roe, J., & MacVaugh, J. (2024). The Artificial Intelligence Assessment Scale (AIAS): A Framework for Ethical Integration of Generative AI in Educational Assessment. Journal of University Teaching and Learning Practice, 21(06).

https://doi.org/10.53761/q3azde36

Pratschke, B. M. (2023). Generativism: the new hybrid. ArXiv.org. DOI: https://doi.org/10.48550/arxiv.2309.12468

Puspita Septiani, D., Kostakos, P., & Romero, M. (2023). Analysis of Creative Engagement in AI Tools in Education Based on the #PPai6 Framework. Lecture Notes in Networks and Systems, 48-58. https://doi.org/10.1007/978-3-031-42134-1_5

Romero, M. (2023) Creative engagement in #Aled: from the passive AI content consumer to expansive learning supported by AI (#PPai6). Margaridaromero. https://margaridaromero.blog/2023/04/28/expensive-learning-supported-by-ai/

Ryan, R. M., & Deci, E. L. (2020). Intrinsic and Extrinsic Motivation from a self-determination Theory perspective: Definitions, theory, practices, and Future Directions. Contemporary Educational Psychology, 61(1), 1-11.

https://doi.org/10.1016/j.cedpsych.2020.101860

Sanabria, J.C. (2015). The gradual immersion method (GIM): Pedagogical transformation into Mixed Reality. Procedia Computer Science, 75, 369-374. https://www.sciencedirect.com/science/article/pii/S1877050915037205via%3Dhub

Sanabria, J.C. & Arámbo-Cáñezaga, J. (2017). Enhancing 21st Century Skills with AR: Using gradual immersion method to develop collaborative creativity. Eurasia Journal of Mathematics, Science and Technology Education, 13(2), 487-501.

https://www.ejmste.com/article/enhancing-21st-century-skills-with-arusing-the-gradual-immersion-method-to-develop-collaborative-creativity

Siegel, D. J., Siegel, M. W., & Parker, S. C. (2016). Internal Education and the Roots of Resilience: Relationships and Reflection as the New R's of Education. Mindfulness in Behavioral Health, 47-63. DOI: https://doi.org/10.1007/978-1-4939-3506-2_4

Siemens, G. (n.d). Connectivism: a learning theory for the digital age. Academia.edu. https://www.academia.edu/2857237/Connectivism_a-learning_theory_for_the_digital_age

UNESCO. (2023). Guidance for generative AI in education and research. Unesco.org. https://unesdoc.unesco.org/ark:/48223/pf0000386693

Wittrock, M.C. (2010). Learning as a Generative Process. Educational Psychologist. 45.1, 40-45. DOI: 10.1080/00461520903433554

World Economic Forum. (2016). Industry Agenda New Vision for Education: Fostering Social and Emotional Learning through Technology Prepared in collaboration with The Boston Consulting Group.

https://www3.weforum.org/docs/WEF_New_Vision_for_education.pdf

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