STRIVE

Emerging considerations when designing assessments for artificial intelligence use

Illustration of nodes mapped and connected by lines.

Authors: Lorelei Anselmo (MEd), Sarah Elaine Eaton (PhD), Raisa Jivani (MEd), Beatriz Moya (MA), Alysia Wright (PhD)

Last modified: February 21, 2024


Overview

This resource is for academic staff, post-doctoral scholars, and graduate assistants teaching (TAs) to learn more about how best to design and/or modify course assessments that permit students’ use of generative artificial intelligence (GAI) to complete their assignments in academic courses.

This document is a starting point for discussions and reflections to foster a deeper understanding of emerging considerations inherent in AI-based course assessments. These emerging considerations may serve as a roadmap to promote ethical, responsible, and beneficial use of generative artificial intelligence applications in course assessment practices. This document may strengthen understanding and engagement with the ethical dimensions of GAI assessments, promoting fairness and transparency in students’ educational experiences.


The STRIVE Model

The STRIVE: Emerging Considerations model builds on Smyth et al.’s (2011) and Squire’s (2018) 3E Frameworks with Laurillard’s (2002) considerations. The STRIVE model can be used to design assessments with GAI use in mind that support alignment between technology and approaches to learning  in assessments to include student-centeredness, transparency, responsibility, integrity, validity, and equity (STRIVE).

STRIVE: student-centered, transparency, responsibility, integrity, validity, equity

Background

Smyth et al. (2011) developed the 3E Conceptual Framework: Enhance, Extend, and Empower to improve technology use to aid student learning. In 2018, Squires (2018) refined the 3E Framework to encourage instructors to highlight the purpose or intent of the learning task to determine the technology level it represents: 

Enhance

Adopting technology in simple and effective ways to actively support students and increase their engagement and self-responsibility.

Extend

Further use of technology that facilitates key aspects of students’ individual and collaborative learning and assessment through increasing choice and control.

Empower

Developed use of technology that requires higher-order individual and collaborative learning that reflects how knowledge is created and used in professional environments.

Additionally, Laurillard (2002) noted that some uses of technology can and should align with the learning they enable, such as creating efficiencies, improving accessibility and/or flexible timing, encouraging enriching interactions, and facilitating the development of key skills, abilities, and literacies. 

Using GAI in assessments presents an opportunity to align the use of technology with learning to help students develop future-focused attributes and skills.


The STRIVE Model and Future-focused Student Skill Development

The STRIVE model incorporates the following considerations for assessments that support student use of GAI: student-centered, transparency, responsibility, integrity, validity, and equity. 

Using the STRIVE model may lead to the development of the following future focused skills for students.

Using GAI in assessments encourages students to:

 EnhanceExtendEmpower
S – Student-centerednessEngage in flexible learningCollaborate to problem solve Commit to critical thinking
T – TransparencyDevelop clarity in GAI applicationIdentify reliable sourcesDialogue about authorship
R – ResponsibilityBe accountable for content creationRecognize overreliance on GAI useExamine and challenge GAI-produced content 
I – IntegrityEngage in values-based discussionsModel appropriate use of GAICritique GAI-generated output for accuracy and bias
V – ValidityDemonstrate learning in fair and equitable waysBuild agency through ethical decision-making Develop meta-cognitive skills through self-reflection
E – EquityUnderstand how to access GAI toolsDevelop knowledge on the risks and benefits of GAI useRecognize and advocate for equitable and inclusive GAI use

This resource was designed as an invitation to reflect on key considerations for assessments using generative artificial intelligence. The STRIVE considerations of student-centeredness, transparency, responsibility, integrity, validity, and equity serve as a guide for assessment design that highlights a holistic approach to the use of artificial intelligence while promoting future-focused learning for our students.