The professor generates a response to their prompt to use as a baseline. Nothing about intent or uncovering what students actually did is relevant. It's just -- is this in the same ballpark as the generated text? Okay, then it's a C or D. NEXT.
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This assumes no student is satisfied with a C or a pass. Or if they are, it's okay to give them a C if they just feed in a prompt. Also that profs don't put any effort into grading student-written C/D/F papers (which would be terrible!) and can know for sure if the bad paper is AI or not.
The more I read about this problem, the more I see a division between the elite/flagships who see a Chat-GPT level essay as a "failure" (gasp! a C!) and my world, where we love to see students get to the point where they can process information themselves, and grab onto even one big idea.
Not that I don't have students who can do much more, but just a basic ability to understand and restate ideas is a good thing - and something many people can't do. If we can't assess their ability to do this, we've really lost something.
(Sorry to go on and on. It's been a week.)
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(Sorry to go on and on. It's been a week.)