Humanities, Arts and Social Sciences Developing scientific and assessment literacy (including using GenAI)

The task assists in building pre-service teacher knowledge and confidence to teach science. Rather than asking students directly about their science knowledge, this task asks them to stake a claim about a popular science issue, research the issue and demonstrate their understanding of the information they have found. If, during their career, they feel uncertain about the content they are required to teach, this process helps to provide them with a method to develop their understanding from credible sources.

Requires time to engage students in reading, marking and moderating the exemplar task. The moderation session was undertaken during the lecture time with students using online polling software to capture their marking. Students were encouraged to provide justification at their table groups and then to the whole group using the language from the criteria sheet to reinforce the qualities of evidence that are sought at each achievement level.

In implementing this task, my aim was to raise the assessment literacy of my students. My purpose for the task was three-fold:

• to illustrate the benefits and limitations of the GenAI and demonstrate appropriate use and citation (as per the ECP information and UQ library advice)
• to familiarise the students with the task and criteria for their upcoming assessment
• to start to develop their thinking about the skills and processes associated with marking and moderation. As first-year Pre-Service Teachers, it is the start of their journey towards being the marker, not the person generating the scripts for marking.

Develops pre-service teacher scientific and assessment literacy.
Develops student understanding of the appropriate and ethical use of GenAI in tertiary settings.

The exemplar provided has been entirely developed by GenAI. During the lecture, students are given the opportunity to mark the exemplar using the criteria for the task. They are then asked to submit their marking via polling software which is live-streamed in the lecture. The live stream allows for the marking to be moderated as a discussion between the lecturer and the students, thus enabling students to develop a clearer expectation of the assessment criteria and task expectations. During the moderation process, students are asked to explain their marking using the language of the assessment criteria to justify their responses. As the exemplar in this example was developed using GenAI, this activity also provides an opportunity to discuss the benefits and challenges of GenAI use for assessment and how it can be used with integrity.