arXiv subjects

Darius Postma

Publications and source records attributed to Darius Postma.

3 recordsLinked to original sources

arXiv2026

'A bit of chaos and madness': The AI Assessment Scale and the work of assessment reform

Generative artificial intelligence (GenAI) has intensified pressure on universities to redesign assessment while maintaining integrity, equity, and validity. Structured frameworks such as the Artificial Intelligence Assessment Scale (AIAS) offer one response, but evidence of how staff experience their implementation remains limited. This qualitative study examines AIAS implementation at a private international university in Vietnam and a public university in the United Kingdom. Data from five focus groups with 30 academic staff were analysed using hybrid thematic analysis, with Critical AI Literacy used as a sensitising concept. Six themes were developed: recognising and integrating AI, facilitating conditions, building capacity, pathways to adoption, ethics in practice, and reframing pedagogy. Staff valued the AIAS as a shared language for legitimising GenAI use, clarifying boundaries, and prompting reflection on assessment design. However, implementation was shaped by governance, tool access, staff confidence, workload, integrity concerns, disciplinary context, and alignment with learning outcomes. The findings show that the AIAS could prompt authentic assessment design and student engagement, but may become a compliance layer when disconnected from learning outcomes, disciplinary context, and staff capacity. This study contributes empirical evidence on the institutional conditions through which GenAI assessment frameworks move from policy adoption to pedagogical enactment.

cs.HC↗

arXiv2024

GenAI Detection Tools, Adversarial Techniques and Implications for Inclusivity in Higher Education

This study investigates the efficacy of six major Generative AI (GenAI) text detectors when confronted with machine-generated content that has been modified using techniques designed to evade detection by these tools (n=805). The results demonstrate that the detectors' already low accuracy rates (39.5%) show major reductions in accuracy (17.4%) when faced with manipulated content, with some techniques proving more effective than others in evading detection. The accuracy limitations and the potential for false accusations demonstrate that these tools cannot currently be recommended for determining whether violations of academic integrity have occurred, underscoring the challenges educators face in maintaining inclusive and fair assessment practices. However, they may have a role in supporting student learning and maintaining academic integrity when used in a non-punitive manner. These results underscore the need for a combined approach to addressing the challenges posed by GenAI in academia to promote the responsible and equitable use of these emerging technologies. The study concludes that the current limitations of AI text detectors require a critical approach for any possible implementation in HE and highlight possible alternatives to AI assessment strategies.

cs.CY↗

arXiv2023

Game of Tones: Faculty detection of GPT-4 generated content in university assessments

This study explores the robustness of university assessments against the use of Open AI's Generative Pre-Trained Transformer 4 (GPT-4) generated content and evaluates the ability of academic staff to detect its use when supported by the Turnitin Artificial Intelligence (AI) detection tool. The research involved twenty-two GPT-4 generated submissions being created and included in the assessment process to be marked by fifteen different faculty members. The study reveals that although the detection tool identified 91% of the experimental submissions as containing some AI-generated content, the total detected content was only 54.8%. This suggests that the use of adversarial techniques regarding prompt engineering is an effective method in evading AI detection tools and highlights that improvements to AI detection software are needed. Using the Turnitin AI detect tool, faculty reported 54.5% of the experimental submissions to the academic misconduct process, suggesting the need for increased awareness and training into these tools. Genuine submissions received a mean score of 54.4, whereas AI-generated content scored 52.3, indicating the comparable performance of GPT-4 in real-life situations. Recommendations include adjusting assessment strategies to make them more resistant to the use of AI tools, using AI-inclusive assessment where possible, and providing comprehensive training programs for faculty and students. This research contributes to understanding the relationship between AI-generated content and academic assessment, urging further investigation to preserve academic integrity.

cs.CY↗