- Video Insight
Restoring Authenticity in Assessment – Beyond Policing AI
- 2 mins
FULL TRANSCRIPT
Miles Aravindhan & Alex Fuller (Cloud Assess)
So, this was the motivation and kind of the idea behind every strategy is how can we restore authenticity to what we see in front of us. What the student submits, we can say to ourselves, “Yep, this feels authentic,” as opposed to, well, I see it from time to time where the assessor has now become this policeman and their job is to only police people on AI and never really assess the student anymore. I don’t think that’s what we want our jobs to be. We don’t want to be policing the student. We want to be facilitating their learning, helping them be assessed, and I think that’s what we’re all trying to achieve from this.
Yeah. Yeah. I think that’s a really, really good insight as well. What do we want out of our roles as educators? What do we want to have our focus on? And yeah, that policing mentality or that sort of regimented sort of yes, no, good, bad, in or out doesn’t really exist in what motivates most VET professionals. So I think it’s an absolutely sort of nail on the head moment for me.
Key Points
- Authenticity over policing: The driving question behind every assessment strategy should be: "Can we restore authenticity to what we see in front of us?" so the assessor can genuinely say the submission feels like the student's own work.
- The AI police trap: There is a growing risk that assessors become focused solely on detecting AI misuse, effectively turning their role into policing rather than assessing. Miles explicitly rejects this as an undesirable outcome.
- Purpose of the assessor's role: The true role is to facilitate learning and help students be assessed, not to gatekeep or constantly suspect dishonesty.
- Recenter on student success: Educators and assessors should keep their focus on helping students grow, achieve, and apply their knowledge meaningfully.