I'm not a betting person, but I might be prepared to bet on this being unpopular with students and future employers, and a quiet collapse or absorption which may not get so much coverage. C.f. NCH in 2010. Feels very unethical though: at least NCH had teachers.
#LoveLD - love #LTHEchat: Join us on Bluesky for #LTHEchat on Wednesday 15th March at 8pm BST with guest Danielle Hinton (@hintondm.bsky.social to discuss Brookfield’s Four Lenses: lthechat.com/2026/04/12/l...
Sometimes in the same programme even?
Actually, to be complete, either nobody was brave enough to step outside the norm, or I wrote a crap report.
I genuinely did write a report recommending this (GPA 1-5 with possibility of gradations between integers. Nobody was brave enough.
True, but percent means out of 100. Happy to stop at 80 if 80 is the maximum mark! Then, let's not start at 40 or 50, either!
I don't like that either because why shouldn't all grade points be available? The classification system should have died with Burgess (2007?). I probably still have a nice report on GPA if anyone wants it...
And the more I work with assessment the more I think we should just have pass/fail and good quality feedback /3 of 3
It would be far more effective to do something with the innumerate system for calculating classifications, since having a 30% range at the top means that one or two excellent pieces of work can skew the final class upwards /2
Hopefully @qaa.ac.uk will have something to say here, since you cannot have outcomes-based assessment paired with normative grading. Either the students achieved the outcomes or they didn't. If it's too easy to achieve the outcomes, make them more difficult. /1
I know, it's great to have search but I just want boolean search. Such nonsense.
Thanks to @tlongkumer.bsky.social for interviewing me and @samillingworth.com for the @newbooksnetwork.bsky.social - great questions! newbooksnetwork.com/genai-and-hi...
This looks fantastic #AIinHE
what even is cheating now! Exactly that! Do have a look at Steal this poem: dogtrax.edublogs.org/2014/01/16/r... - which explored exactly that - and when we used that as a prompt for discussion with our students - it was fascinating - and their poems were too! #LTHEchat
haha I am not sure I should have put it out into the wild. We had fun making it, though. One on portfolios is coming soon. #LTHEChat
"Challenging enough" is an excellent maxim. No time today, but surely we should be discussing moving to pass/fail for all assessments so we can focus more on process! #LTHEChat
Choice is essential in assessment if we want it to be fair as well as valid and secure - there are always different ways to show that learning outcomes are achieved. #LTHEChat.
I think there will be more space for this over time but it's an important part of the theme of today's chat: thinking about GenAI as something that is available within the educational context and not a driver for educational practices.
Look out for us sharing research from our 2025 students/ staff survey of AI use across Scotland - it should be being published next week on our ScAITEN website (#LTHEchat)
Yes, I'm involved with writing policy guidelines right now and it's hard to get the focus off cheating. What even is cheating now? A university needs to be a place to explore, to test out different views, to evolve. If we start with that then we might end up with good guidelines #LTHEChat
A6: The challenge is that in order to make this choice properly, you need to have high level of understanding of GenAI - which takes commitment to acquire. ( I will again plug @samillingworth.com and my book www.bloomsburycollections.com/monograph?do... which tries to condense for busy teachers)
Phew, I'm struggling to keep up!! #LTHEChat
...and where their limitations lie. I know this isn't for everyone, it's got to be acceptable not to want to include these products in teaching, but we can't all look away from this. #LTHEChat
I love the analogy...lots of people have always fallen through, but we may forget that because we focus on the successful learners who learned the rules as well as the content #LTHEChat
As ever, we can learn a lot from arts education, Paul! (Something I say a lot - all art degree shows have a portfolio or logbook for the assessor to flick through, why not other forms of capstone assessment? I learned from the best 😀) #LTHEChat
yes, we aren't machines, we aren't extruding text. We make decisions and judgements and they aren't always right but at least we can talk about them and show students why we value certain approaches, and why we think they will succeed better if they do it that way. #LTHEChat
I haven't found it to be the norm either. Last semester we employed students to go out to student spaces on campus and start up conversations about GenAI use in education and we did not unearth any startling competence (unfortunately). Lots of great discussions, though. #LTHEChat
I agree. Students at our university say they are scared to start those conversations themselves because they think they might be accused of wanting to cheat. Actually they want to know whether these products are worth using and what we think about the effect they may have (and if it's ok). #LTHEChat
Yes. When we've interviewed alumni there is a huge range of experiences of seeing GenAI used in the workplace from zero to 'all the time', but whatever the situation, students need to be prepared for discussions about it #LTHEChat
