One strategy is to build up a portfolio of your students’ written work, in order to get a sense of personal style and voice for each student. The portfolios need to a have a large enough sample size to be able to discern elements of continuity between them, so a weekly piece of writing is advisable. These can be formatively assessed assignments that build up to a assignment that uses summative assessment, such as a major essay. The smaller, weekly writing tasks should be done for the most part in class time so that a teacher can make the rounds and see kids working independently of AI assistance.
Another strategy involves allowing or even encouraging one’s students to use AI in helping them to write. However having well-established guidelines about being transparent about when they are using AI is essential. Having them highlight in another color anything that is taken directly from an AI program’s generation is a good start. A teacher can also establish the expectation that anything taken from AI needs to show the original, unedited text, and then how the student has edited and/or rearranged that text to make it their own.
A third strategy involves rethinking the tasks we are asking our students to perform. If we can focus more of our assessment in experiential learning activities rather than falling back on just written activities, we can limit the amount of relevance AI may have to help with the task. Being able to show learning by ‘doing’ instead of ‘reporting’ is another way of thinking about this idea.
https://www.ecampusontario.ca/informed-pedagogy-is-the-key-to-solving-ai-plagiarism/
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