Diverging assessments: What, Why, and Experiences
Authors: 
Amin Sakzad, David Paul, Judithe Sheard, Ljiljana Brankovic, Matthew P. Skerritt, Nan Li, Sepehr Minagar, Simon, William BillingsleyAuthors Info & Claims
Amin Sakzad, David Paul, Judithe Sheard, Ljiljana Brankovic, Matthew P. Skerritt, Nan Li, Sepehr Minagar, Simon, William BillingsleyAuthors Info & ClaimsPages 1161 - 1167
Abstract
In this experience paper, we introduce the concept of 'diverging assessments', process-based assessments designed so that they become unique for each student while all students see a common skeleton. We present experiences with diverging assessments in the contexts of computer networks, operating systems, ethical hacking, and software development. All the given examples allow the use of generative-AI-based tools, are authentic, and are designed to generate learning opportunities that foster students' meta-cognition. Finally, we reflect upon these experiences in five different courses across four universities, showing how diverging assessments enhance students' learning while respecting academic integrity.
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- Diverging assessments: What, Why, and Experiences
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1583 pages
ISBN:9798400704239
DOI:10.1145/3626252
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