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銆怭ara.1銆慙ecturers at UK universities have been urged to review the way in which their courses are assessed amid concerns that students are already using a potent new AI tool capable of producing high-quality essays with minimal human input.
銆怭ara.2銆慍hatGPT, the latest chatbot from OpenAI, founded in 2015 by Elon Musk, Sam Altman and others, has only been publicly available for a matter of weeks, but has already triggered concerns about the potential for hard-to-detect plagiarism and questions about the validity of the essay as a future form of assessment.
銆怭ara.3銆慖t has been described as 鈥渁 gamechanger鈥?that will prove a challenge in universities and schools. Though GCSE and A-level courses are assessed through traditional end-of-course examinations, experts are concerned pupils who use the technology to do their homework will become dependent on AI-generated answers without acquiring the knowledge and skills they need.
銆怭ara.4銆慦orking groups have been set up in university departments to assess the challenge of this latest iteration of AI text-generating technology, with the expectation that methods of assessment in certain courses will have to be updated. Experts admit to feeling both excited and alarmed.
銆怭ara.5銆慖n one case, staff in the computer science department at University College London recently decided to change an assessment. Previously students were offered a choice between an essay-based or skills-based assessment as part of final coursework, but the essay option has been removed.
銆怭ara.6銆慓eoff Barton, the general secretary of the Association of School and College Leaders, meanwhile, acknowledged that schools would have to get to grips with how to utilise ChatGPT鈥檚 benefits while guarding against negative implications.
銆怭ara.7銆戔€淎s with all technology, there are caveats around making sure that it is used responsibly and not as a licence to cheat, but none of that is insurmountable,鈥?he said. In contrast, New York City schools have already banned the use of ChatGPT on all devices and networks because of concerns it will encourage plagiarism.
銆怭ara.8銆慏r Thomas Lancaster, a computer scientist working at Imperial College London, best known for his research into academic integrity, contract cheating and plagiarism, said it was in many ways a game changer. He said: 鈥淚t鈥檚 certainly a major turning point in education where universities have to make big changes.
銆怭ara.9銆戔€淭hey have to adapt sooner rather than later to make sure that students are assessed fairly, that they all compete on a level playing field and that they still have the skills needed beyond university.
銆怭ara.10銆戔€淭here鈥檚 been technology around for several years that will generate text. The big change is that this technology is wrapped up in a very nice interface where you can interact with it, almost like speaking to another human. So it makes it available to a lot of people.鈥?/span>
銆怭ara.11銆態ecause ChatGPT is capable of coming up with countless original combinations of words, Lancaster said it would be more difficult to spot and prove plagiarism, though work is already under way to improve detection software. 鈥淚t鈥檚 an incredibly tricky problem because this has almost appeared out of nowhere 鈥?I would be completely shocked if there weren鈥檛 students already using GPT for assessments.鈥?/span>
銆怭ara.12銆慉ustralian universities have already signalled a return to greater use of in-person exams to try to protect the integrity of assessment. Lancaster said, however, a wholesale return to exams was not the answer, suggesting instead the use of oral presentations and vivas to enable students to demonstrate their grasp of a subject.
銆怭ara.13銆慣hough ChatGPT marks a huge step forward in the evolution of AI text generation, it is not infallible. 鈥淚t may sound very plausible, but the more detail or facts you need as part of your question, the more likely it is that the algorithm will produce something that looks good, but is completely wrong,鈥?said Michael Draper, professor in legal education at the University of Swansea and an expert on academic integrity and cheating.
銆怭ara.14銆慔e said universities could try to ban it, as they ban other forms of cheating like essay mills, which students pay to produce an original piece of work that they then submit. Draper said: 鈥淭he other alternative is that you allow students to use it. lf we鈥檙e preparing students for the outside world of work and if in the workplace this sort of technology is given to us, then I think we need to embrace it rather than ban it.鈥?/span>
銆怭ara.15銆慚ichael Webb, the director of technology and analytics at Jisc, which provides network and IT services to higher education, agreed. He said: 鈥淭he knee-jerk reaction might be to block these tools in order to stop students cheating, but that鈥檚 neither feasible nor advisable. We should really regard them as simply the next step up from spelling or grammar checkers: technology that can make everyone鈥檚 life easier.
銆怭ara.16銆戔€淲e don鈥檛 need to revert to in-person exams: this is a great opportunity for the sector to explore new assessment techniques that measure learners on critical thinking, problem-solving and reasoning skills rather than essay-writing abilities.鈥?/span>
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potent adj. /藞p蓹蕣tnt/
powerful 寮哄ぇ鐨勶紱 寮烘湁鍔涚殑
a potent force 寮哄ぇ鐨勫姏閲?/span>
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chatbot n. / 藞t蕛忙t 藢 b蓲t/
a computer program in the form of a virtual e-mail correspondent that can reply to messages from computer users 涓€绉嶈亰澶╃▼搴忥紝 姝ゅ鎸囦竴 绉嶈亰澶╂満鍣ㄤ汉
About the same time as AlphaGos triumph, Microsofts “chatbot” took a bad turn.澶х害鍦?AlphaGo 鑾疯儨鐨勫悓涓€鏃堕棿锛?nbsp; 寰蒋鐨勨€滆亰澶╂満鍣ㄤ汉鈥?鍑虹幇浜嗕竴涓碂绯曠殑鎯呭喌
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plagiarism n. /藞ple瑟d3蓹r瑟z蓹m/ ( disapproving)
an act of plagiarizing sth; sth that has been plagiarized 鎶勮锛?nbsp; 鍓?绐冿紱 鍓界獌浣滃搧
There were accusations of plagiarism. 鏇炬湁杩囧叧浜庡壗绐冪殑 鎸囨帶
a text full of plagiarisms 婊＄瘒鍓界獌浠栦汉钁椾綔鐨勬枃绔?/span>
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validity n. /v蓹藞l瑟d蓹ti/
the state of being logical and true 绗﹀悎閫昏緫锛?nbsp; 姝ｅ綋锛?nbsp; 姝ｇ‘
We had doubts about the validity of their argument. 鎴?浠浠栦滑鐨勮鐐圭殑姝ｇ‘鎬ф湁杩囨€€鐤?/span>
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gamechanger n.
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Industry experts, too, believe it could be a game changer. 涓氬唴涓撳涔熻涓哄畠鍙兘鏄竴娆鹃瑕嗘父鎴忚鍒欑殑浜у搧銆?/span>
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