Leveraging AI for Innovative Authentic Assessment and Enhanced Learning in Political Science

Abstract

A salient question for us as educators designing their assessments in the time of Generative Artificial Intelligence (GenAI) is: Does using a tool such as ChatGPT enhance or inhibit student learning in political science and international relations? The advent of artificial intelligence (AI) presents new avenues for pedagogical innovation. This paper explores the integration of an AI model, ChatGPT, in assessing student learning in a political economy course. The research aims to investigate the efficacy of using AI as an authentic assessment tool aligned with the course's primary learning outcomes. Grounded in the current educational literature on equitable assessment practices, the study employed a reflective case study methodology coupled with a qualitative survey. Findings from the study highlight the promising utility of ChatGPT in increasing student engagement, fostering critical thinking, and enabling authentic assessment. Students were able to critically analyze and improve upon the AI-generated outputs, thereby fulfilling course objectives. The paper concludes with this pedagogical innovation's potential gains and limitations, recommending future directions for incorporating AI in educational assessments.