Time to Revisit Existing Student’s Performance Evaluation Approach in Higher Education Sector in a New Era of ChatGPT — A Case Study

References

• Aasen, P. (2012). Accountability under ambiguity. Dilemmas and contradictions in education. In A.-L. Østern, K. Smith, T. Krüger, M.-B. Postholm, & T. Ryghaug (Eds.), Teacher education research between national identity and global trends (pp. 77–30). Academics.
   Google Scholar
• Altbach, P. G. (2004). The question of corruption in academe. International Higher Education, 34(March), 8–10.
   Google Scholar
• Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261–271. https://doi.org/10.1037/0022-0663.84.3.261
   Web of Science ®Google Scholar
• Amigud, A.M., Arnedo-Moreno, Daradoumis, Daradoumis, J., Guerrero-Roldan, T., & Guerrero-Roldan, A. -E. (2017). Using learning analytics for preserving academic integrity. International Review of Research in Open and Distributed Learning, 18(5), 192–210. https://doi.org/10.19173/irrodl.v18i5.3103
   Web of Science ®Google Scholar
• Arabian Business. (2019). UAE adopts new national AI strategy aimed at becoming global leader, 22 April 2019. Retrieved from https://www.arabianbusiness.com/industries/technology/418254-uae-adopts-new-national-ai-strategy-aimed-at-becoming-global-leader
   Google Scholar
• Ashford, E. (2019). Employers stress need for soft skills. 16 January 2019. Retrieved from https://www.ccdaily.com/2019/01/employers-stress-need-soft-skills/
   Google Scholar
• Atlas, S. (2023). ChatGPT for higher education and professional development: A guide to conversational AI. Retrieved from https://digitalcommons.uri.edu/cba_facpubs/548/
   Google Scholar
• Badam, R. (2023). UAE working on ‘GPT-powered AI tutors’ to transform education. The National UAE, Mar 4, 2023. Retrieved from https://www.thenationalnews.com/uae/education/2023/03/04/uae-working-on-gpt-powered-ai-tutors-to-transform-education/
   Google Scholar
• Baidoo-Anu, D., & Owusu Ansah, L. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. SSRN 4337484.
   Google Scholar
• Bhattacharya, K., Bhattacharya, A. S., Bhattacharya, N., Yagnik, V. D., Garg, P., & Kumar, S. (2023). ChatGPT in surgical practice—a New Kid on the Block. The Indian Journal of Surgery, 1–4. https://doi.org/10.1007/s12262-023-03727-x
   Web of Science ®Google Scholar
• Brown, T. B., Mann, B., Ryder, N., Subbiah, M., & Kaplan, J. D. (2020). Advances in Neural Information Processing Systems. Language Models are Few-Shot Learners, 33, 1877–1901.
   Google Scholar
• CAIE-Cambridge Assessment International Education. (2021). Education brief: School evaluation. Retrieved from https://www.cambridgeinternational.org/Images/637044-education-brief-school-evaluation.pdf
   Google Scholar
• Campello de Souza, B., Serrano de Andrade Neto, A., & Roazzi, A. (2023). ChatGPT, the cognitive mediation networks theory and the emergence of sophotechnic thinking: How Natural Language AIs Will Bring a New Step in Collective Cognitive Evolution. Available at SSRN 4405254.
   Google Scholar
• Caren, C. (2022). AI writing: The challenge and opportunity in front of education now. 15 December 2022. Retrieved from https://www.turnitin.com/blog/ai-writing-the-challenge-and-opportunity-in-front-of-education-now
   Google Scholar
• CERI. (2008). Assessment for Learning Formative Assessment. Paper presented in OECD/CERI International Conference titled Learning in the 21st Century: Research, Innovation and Policy. Retrieved from https://www.oecd.org/site/educeri21st/40600533.pdf
   Google Scholar
• Chai, C. S., Lin, P. Y., Jong, M. S. Y., Dai, Y., Chiu, T. K., & Qin, J. (2021). Perceptions of and behavioral intentions towards learning artificial intelligence in primary school students. Educational Technology & Society, 24(3), 89–101.
   Web of Science ®Google Scholar
• Chassignol, M., Khoroshavin, A., Klimova, A., & Bilyatdinova, A. (2018). Artificial Intelligence trends in education: A narrative overview. Procedia computer science, 136, 16–24. https://doi.org/10.1016/j.procs.2018.08.233
   Google Scholar
• Chen, Y., Chen, Y., & Heffernan, N. (2020). Personalized math tutoring with a conversational agent. arXiv preprint arXiv:2012.12121.
   Google Scholar
• Christensen, A. (2023). How many languages does ChatGPT support? Complete ChatGPT Language List, February 3, 2023. Retrieved from https://seo.ai/blog/how-many-languages-does-chatgpt-support.
   Google Scholar
• Christodoulou. (2023). Could ChatGPT mark your students’ essays? 10 January 2023. Retrieved from https://www.tes.com/magazine/teaching-learning/general/ai-marking-teachers-could-chatgpt-mark-your-students-essays
   Google Scholar
• Ciolacu, M., Tehrani, A. F., Binder, L., & Svasta, P. M. (2018, October). Education 4.0-Artificial Intelligence assisted higher education: Early recognition system with machine learning to support students’ success. In 2018 IEEE 24th International Symposium for Design and Technology in Electronic Packaging(SIITME), Romania (pp. 23–30). IEEE.
   Google Scholar
• Codina, L. (2022). How to use ChatGPT in the classroom with an ethical perspective and critical thinking: A proposition for teachers and educators. Retrieved from http://bit.ly/3iKBFAE
   Google Scholar
• Crawford, J., Cowling, M., & Allen, K. A. (2023). Leadership is needed for ethical ChatGPT: Character, assessment, and learning using artificial intelligence (AI). Journal of University Teaching & Learning Practice, 20(3), 02. https://doi.org/10.53761/1.20.3.02
   Web of Science ®Google Scholar
• D’Agostino, S. (2023). Designing Assignments in the ChatGPT Era, 31 January 2023. Retrieved from https://www.insidehighered.com/news/2023/01/31/chatgpt-sparks-debate-how-design-student-assignments-now
   Google Scholar
• Davidson, K. (2016). Employers find ‘soft skills’ like critical thinking in short supply, The Wall Street Journal, August 30, 2016. Retrieved from https://www.wsj.com/articles/employers-find-soft-skills-like-critical-thinking-in-short-supply-1472549400
   Google Scholar
• Deepa, S., & Seth, M. (2013). Do soft skills matter? – Implications for educators based on recruiters’ perspectives. IUP Journal of Soft Skills, 7(1), 7–20.
   Google Scholar
• Denisova-Schmidt, E. (2016) The slippery business of plagiarism. Center for International Higher Education. May 24. Retrieved from: https://www.insidehighered.com/blogs/world-view/slippery-business-plagiarism
   Google Scholar
• Du Boulay, B. (2016). Artificial intelligence as an effective classroom assistant. IEEE Intelligent Systems, 31(6), 76–81. https://doi.org/10.1109/MIS.2016.93
   Web of Science ®Google Scholar
• Flores-Vivar, J. M., & García-Peñalvo, F. J. (2023). Reflections on the ethics, potential, and challenges of artificial intelligence in the framework of quality education (SDG4). Comunicar, 31(74), 35–44. https://doi.org/10.3916/C74-2023-03
   Web of Science ®Google Scholar
• Gallegos, A. (1994). Meta-evaluation of school evaluation models. Studies in Educational Evaluation, 20(1), 41–54. https://doi.org/10.1016/S0191-491X(00)80004-8
   Google Scholar
• García-Peñalvo, F. (2023). La percepción de la Inteligencia Artificial en contextos educativos tras el lanzamiento de ChatGPT: disrupción o pánico. Education in the Knowledge Society (EKS), 24, e31279. https://doi.org/10.14201/eks.31279
   Google Scholar
• Gelman, S. (2023). DC region schools ban AI tool ChatGPT. 12 January 2023. Retrieved from https://wtop.com/local/2023/01/dc-region-schools-ban-ai-tool-chatgpt/
   Google Scholar
• Gilson, A., Safranek, C., Huang, T., Socrates, V., Chi, L., Taylor, R. A., & Chartash, D. (2022). How well does ChatGPT do when taking the medical licensing exams? The implications of large language models for medical education and knowledge assessment. medRxiv, 9(Feb), e45312.
   Google Scholar
• Gordon, B. (2023). North Carolina Professors Catch Students Cheating with ChatGPT, Government Technology, 12 January 2023. Retrieved from https://www.govtech.com/education/higher-ed/north-carolina-professors-catch-students-cheating-with-chatgpt
   Google Scholar
• Heussner, K. M. (2012). 5 ways online education can keep its students honest. Retrieve from https://gigaom.com/2012/11/17/5-ways-online-education-can-keep-its-students-honest/
   Google Scholar
• Hopmann, S. T. (2008). No child, no school, no state left behind: Schooling in the age of accountability 1. Journal of Curriculum Studies, 40(4), 417–456. https://doi.org/10.1080/00220270801989818
   Web of Science ®Google Scholar
• HR Observer. (2023). Coursera CEO Says Impact of Linguistic Technology Unclear, HR Observer, February 14, 2023. Retrieved from https://www.thehrobserver.com/talent-management/coursera-ceo-says-impact-of-linguistic-technology-unclear/
   Google Scholar
• Jooris, L. (2023). Why ChatGPT is set to revolutionise business. 17 January 2023. Retrieved from https://www.arabianbusiness.com/opinion/why-chatgpt-is-set-to-revolutionise-business
   Google Scholar
• Kim, S., Park, J., & Lee, H. (2019). Automated essay scoring using a deep learning model. Journal of Educational Technology Development and Exchange, 2(1), 1–17.
   Google Scholar
• Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254–284. https://doi.org/10.1037/0033-2909.119.2.254
   Web of Science ®Google Scholar
• Koenders, L., & Prins, F. (2023). The influence of ChatGPT on assessment: can you still use take-home exams and essays?, Educational development and training, Utrecht University. Retrieved from https://www.uu.nl/en/education/educational-development-training/knowledge-dossier/the-influence-of-chatgpt-on-assessment-can-you-still-use-take-home-exams-and-essays
   Google Scholar
• Korn, J., & Kelly, S. (2023). New York City public schools ban access to AI tool that could help students cheat, 6 January 2023. Retrieved from https://edition.cnn.com/2023/01/05/tech/chatgpt-nyc-school-ban/index.html
   Google Scholar
• Krugman, P. (2022, December 6th). Does ChatGPT Mean Robots are Coming for the Skilled Jobs? The New York Times. http://bit.ly/3HdnAp2
   Google Scholar
• Ludeman, R. (2005). Student leadership and moral accountability. Journal of College and Character, 2, Retrieved from. http://www.collegevalues.org/ethics.cfmin=460&d=1
   Google Scholar
• Lund, B. D., & Wang, T. (2023). Chatting about ChatGPT: How may AI and GPT impact academia and libraries? Library Hi Tech News, Vol. ahead, Vol. aheadofprint No. ahead No. aheadofprint. https://doi.org/10.1108/LHTN-01-2023-0009.
   Google Scholar
• Macfarlane, B., Zhang, J., & Pun, A. (2014). Academic integrity: A review of the literature. Studies in Higher Education, 39(2), 339–358. https://doi.org/10.1080/03075079.2012.709495
   Web of Science ®Google Scholar
• Mason, S., & Calnin, G. (2020). Supporting Successful Programme Evaluation at the IB. Retrieved from https://www.thinkib.net/mb/embed?mbtest=1&ref=https%3A%2F%2Fwww.thinkib.net%2Fleadership%2Fpage%2F32087%2Fhow-is-ib-evaluation-changing
   Google Scholar
• McCabe, D. L., & Pavela, G. (1993). The surprising return of honor codes. Planning for Higher Education, 21(4), 27–32.
   Google Scholar
• McCabe, D. L., & Trevino, L. K. (1996). Individual and contextual influences on academic dishonesty: A multi-campus investigation. Research in Higher Education, 38(3), 379–396. https://doi.org/10.1023/A:1024954224675
   Web of Science ®Google Scholar
• Mhlanga, D. (2023 (February 11, 2023)). Open AI in education, the responsible and ethical use of ChatGPT towards lifelong learning. Education, the Responsible and Ethical Use of ChatGpt Towards Lifelong Learning, https://doi.org/10.2139/ssrn.4354422
   Google Scholar
• Nonis, S., & Swift, C. (2001). An examination of the relationship between academic dishonesty and workplace dishonesty: A multi campus investigation. Journal of Education for Business, 77(2), 69–77. https://doi.org/10.1080/08832320109599052
   Google Scholar
• Novak, D. (2023). Why US Schools are Blocking ChatGPT? 17 January 2023. Retrieved from https://learningenglish.voanews.com/a/why-us-schools-are-blocking-chatgpt-/6914320.html
   Google Scholar
• OECD. (2002) . Understanding the Brain: Towards a New Learning Science. OECD, Pari.
   Google Scholar
• OECD. (2003). Learners for Life: Student Approaches to Learning: Results from PISA 2000.
   Google Scholar
• Owings, L. (2002). Cheaters never win but they keep professors on their toes. Silicon Valley/San Jose Business Journal, 8(August), 19.
   Google Scholar
• Parker. (2013). Redesigning Courses for Online Delivery: Design, interaction, media and evaluation, Volume 8. Emerald Publishing. https://doi.org/10.1108/S2044-9968
   Google Scholar
• Pavlik, J. V. (2023). Collaborating with ChatGPT: Considering the Implications of Generative Artificial Intelligence for Journalism and Media Education. Journalism & Mass Communication Educator, 78(1), 84–93. https://doi.org/10.1177/10776958221149577
   Google Scholar
• Prøitz, T. S. (2015). Learning outcomes as a key concept in policy documents throughout policy changes. Scandinavian Journal of Educational Research, 59(3), 275–296. https://doi.org/10.1080/00313831.2014.904418
   Web of Science ®Google Scholar
• Reuters. (2023). ChatGPT sets record for fastest growing use base – analyst note. 1 February 2023. Retrieved from https://www.reuters.com/technology/chatgpt-sets-record-fastest-growing-user-base-analyst-note-2023-02-01/
   Google Scholar
• Rheinberg, F., Vollmeyer, R., & Burns, B. D. (2000). Motivation and self-regulated learning. In J. Heckhausen (Ed.), Motivational psychology of human development: Developing motivation and motivating development (pp. 81–108). Elsevier Science. https://doi.org/10.1016/S0166-4115(00)80007-2
   Google Scholar
• Rivera, N. (2023). The artificial intelligence tool ChatGPT is banned in schools. Retrieved from https://www.today90.com/the-artificial-intelligence-tool-chatgpt-is-banned-in-schools/
   Google Scholar
• Salah, M., Alhalbusi, H., Abdelfattah, F., & Ismail, M. M. (2023). Chatting with ChatGPT: Investigating the impact on psychological well-being and self-esteem with a focus on harmful stereotypes and job anxiety as moderator.
   Google Scholar
• Shepard, L. A. (2007). Classroom assessment. In R. L. Brennan (Ed.), Educational measurement (4th ed., pp. 623–646). Praeger.
   Google Scholar
• Shuman, L., Besterfield-Sacre, M., & McGourty, J. (2005, January). The ABET “Professional Skills” - Can They Be Taught? Can They Be Assessed? Journal of Engineering Education, ASEE, 94(1), 41–55. https://doi.org/10.1002/j.2168-9830.2005.tb00828.x
   Web of Science ®Google Scholar
• Spencer, M. (2023). As Schools Ban ChatGPT, One Student Found a useful Mitigation GPTZero. LinkedIn, 9 January 2023. Retrieved from https://www.linkedin.com/pulse/schools-ban-chatgpt-one-student-found-useful-gptzero-michael-spencer?trk=pulse-article_more-articles_related-content-card
   Google Scholar
• Stokel-Walker, C. (2022). AI bot ChatGPT writes smart essays — should professors worry? Nature, d41586-022-04397-7. https://doi.org/10.1038/d41586-022-04397-7.
   Google Scholar
• Surameery, N. M. S., & Shakor, M. Y. (2023). Use chat gpt to solve programming bugs. International Journal of Information Technology & Computer Engineering, 3(1), 17–22. https://doi.org/10.55529/ijitc.31.17.22
   Google Scholar
• Telecom Review. (2023). UAE: Sheikh Mohammed Requests Study on ChatGPT. 10 February 2023. Retrieved from https://www.telecomreview.com/articles/reports-and-coverage/6773-uae-sheikh-mohammed-requests-study-on-chatgpt
   Google Scholar
• Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (202315). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10 (1), https://doi.org/10.1186/s40561-023-00237-x.
   Google Scholar
• Trautwein, U., & Köller, O. (2003). The Relationship Between Homework and Achievement—Still Much of a Mystery. Educational Psychology Review, 15(2), 115–145. https://doi.org/10.1023/A:1023460414243
   Web of Science ®Google Scholar
• Turing, A. M. (1950). I.—COMPUTING machinery and intelligence. Mind, 59 (236), 433–460. https://doi.org/10.1093/mind/LIX.236.433
   Google Scholar
• U.AE. (2018). UAE National Strategy for Artificial Intelligence 2031. Retrieved from https://ai.gov.ae/
   Google Scholar
• U.AE. (2022). UAE Strategy for Artificial Intelligence. Retrieved from https://u.ae/en/about-the-uae/strategies-initiatives-and-awards/federal-governments-strategies-and-plans/uae-strategy-for-artificial-intelligence
   Google Scholar
• Van Dis, E., Bollen, J., Zuidema, W., Rooij, R., & Bockting, C. (2023). ChatGPT: Five priorities for research, Nature, 3 February 2023. Retrieved from https://www.nature.com/articles/d41586-023-00288-7
   Google Scholar
• Vaswani, A., Shazeer, N., Parmar, N., Uszkoreit, J., Jones, L., Gomez, A. N., Kaiser, L. & Polosukhin, I. (2017). Attention is all you need. Proceedings of the 31st Conference on Neural Information Processing Systems, Curran Associates. Long Beach, CA, USA.
   Google Scholar
• Ventayen, R. (2023). OpenAI ChatGPT generated results: similarity index of artificial intelligence-based contents. Social Science Research Network Electronic Journal. https://doi.org/10.2139/ssrn.4332664
   Google Scholar
• Willmot, P., & Colman, B. (2016). Interpersonal skills in engineering education, AAEE2016 CONFERENCE, Coffs Harbour, Australia.
   Google Scholar
• Willmot, P., & Perkin, G. (2011). Evaluating the Effectiveness of a first year module designed to improve student engagement. Engineering Education, Journal of the Higher Education Academy, 6(2), 57–69. https://doi.org/10.11120/ened.2011.06020057
   Google Scholar