Abstract
ABSTRACT More than a year has passed since reports of ChatGPT-3.5’s capability to pass exams sent shockwaves through education circles. These initial concerns led to a multi-institutional and multi-disciplinary study to assess the performance of Generative Artificial Intelligence (GenAI) against assessment tasks used across 10 engineering subjects, showcasing the capability of GenAI. Assessment types included online quiz, numerical, oral, visual, programming and writing (experimentation, project, reflection and critical thinking, and research). Twelve months later, the study was repeated using new and updated tools ChatGPT-4, Copilot, Gemini, SciSpace and Wolfram. The updated study investigated the performance and capability differences, identifying the best tool for each assessment type. The findings show that increased performance and features can only heighten academic integrity concerns. While cheating concerns are central, opportunities to integrate GenAI to enhance teaching and learning are possible. While each GenAI tool had specific strengths and weaknesses, ChatGPT-4 was well-rounded. A GenAI Assessment Security and Opportunity Matrix is presented to provide the community practical guidance on managing assessment integrity risks and integration opportunities to enhance learning.
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