Many instructors have struggled to address plagiarism in the rise of generative AI, but these technologies may simply be revealing long‑standing gaps in how students understand the work of learning. This two‑part workshop explores how transparency about the cognitive work required in assignments and how students perceive that work can strengthen assessment validity and reduce the reliance of AI in coursework. By the end of this workshop, participants will be able to:
Identify the current literature regarding why students plagiarize.
Discuss the differences between assessment security and assessment validity.
Examine a class assessment’s cognitive load, germane load, and extraneous cognitive load.
Revise a class assessment to improve its assessment validity and clarify the learning process.
Instructors
Teresa Hooper, University of Tennessee-Knoxville
Chris Kilgore, University of Tennessee-Knoxville
Workshop Schedule
This two-session online workshop meets in Zoom on Tuesday, October 13th and 14th at 9-10:30pm Gulf / 1-2:30pm Eastern / 12-1:30pm Central / 10-11:30am Pacific/Arizona.
This workshop is available to the Northwestern community through the University's membership in the CIRTL Network.
Cost: free
Kate Flom Derrick
(847) 491-3106
Email