Authentic Assessment Through Professional Conversations: An AI friendly assessment method?
DOI:
https://doi.org/10.56433/jpaap.v11i3.586Keywords:
conversations, Authentic learning, Artificial Intelligence, quality, assessment and feedbackAbstract
Professional Conversations were introduced as an assessment method for the PGCAP at De Montfort University in 2019, allowing students to prepare for the end point assessment of the L7 Academic Professional Apprenticeship (APA). This format evolved to be one of the key successes of the programme, with overwhelmingly positive feedback being received from External Examiners, End-Point Assessors and Students alike. This paper reflects on the steps taken to ensure that both students and assessors were fully prepared to engage in high quality conversations regarding their approach to teaching, learning and CPD. An overview of the approaches to teaching, learning and student support is provided, alongside recommendations on how to assure the quality of the experience and the overall fairness of the outcome awarded. The paper also considers how Professional Conversations could be used more frequently as an assessment method in Higher Education moving forward. The paper concludes with a projection of how assessed conversations could be used to maintain academic integrity in modern higher education (HE), whilst also highlighting key barriers that academics may experience, especially when faced with large student numbers and ever-increasing time constraints.
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