Advances in artificial intelligence present new possibilities and challenges for higher education, with the potential to fundamentally change the teaching and learning processes, opening questions about the very meaning and future directions of universities. Particularly in online universities, the growing popularity and availability of generative AI tools, such as ChatGPT that can write compelling essays on any topic, code in various programming languages and ace standardized tests across domains, raises questions about the sustainability of traditional teaching methods and assessment practices. To delve into the opportunities of this new scenario, the Universitat Oberta de Catalunya (UOC) established a series of strategic actions aimed at transforming its assessment systems and methods. These strategic actions cover three main dimensions that are addressed in an interrelated manner: the technological, the pedagogical and the cultural dimension. In this paper we present a global vision of the University's strategic priorities in the transformation of digital assessment, as well as the analysis of specific initiatives such as: the implementation of online assessment practices that incorporate orality, synchrony and randomness; methodological approaches that integrate AI as a pedagogical tool; training initiatives aimed at teachers, and academic integrity campaigns that seek to involve the entire university community in the transformation of digital assessment. Our experience shows the importance of engaging educators and students in assessment reform, efforts to focus on the process of learning over its outputs, critical thinking and authentic learning.

Authors:
Amalia Creus, Universitat Oberta de Catalunya, Spain

About the Presenter(s)
Dr Amalia Creus is a University Professor/Principal Lecturer at Universitat Oberta de Catalunya in Spain

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