Speaker
- Tim Riley (Cornell)
Details
I will give an account of implementing assessment practices that support learning while resisting being circumvented by the use of generative AI. The context is an eighty-student introduction-to-analysis course at Cornell. Considerations I would like to discuss include: Why do you use generative-AI? How can we win student buy-in to use homework as a learning tool? What are the advantages and disadvantages of a cycle of in-class quizzes? What are the practicalities, the scope, and the limitations of these approaches?
