Purpose The purpose of this viewpoint is to contemplate AI (artificial intelligence) in assessment within a higher education setting from the position of an academic with limited AI expertise. The piece is to prompt thought, discussion and action within a highly contemporary debate. Design/methodology/approach The approach is UK academic based using a reflexive/autoethnographic form of discussion based on the author’s 20+ years of higher education experience. Crucially, the position presented is one of limited AI expertise, which is hoped to offer accessibility to the topic and suggestions for likeminded academics. Findings The viewpoint presents a somewhat neutral perspective of AI in higher education assessment from an experienced academic with limited AI expertise. Recommendations are offered to those akin to this position: (1) stay in touch with AI news and changes relating to assessment approaches and potential impacts within higher education, (2) voice concerns/questions and become an active learner and (3) develop new AI skills. This advice is offered within a context of difficult current challenges within higher education and therefore a need to be more proactive in such times. Originality/value A viewpoint like this offers the possibility to discuss relevant issues not only in a timely fashion but also in a highly accessible way. It brings together some key insights from a fairly neutral perspective so that academics can tap into key discussion points to take forward into their own actions.
Simon M Smith (Tue,) studied this question.
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