Abstract
Artificial Intelligence (AI) advancements have increased computer capacity to generate knowledge. Since 1960, computer algorithms and statistical models have enabled machines to learn from data, make decisions, and improve performance in specific tasks. Various industries have benefited from the growth of AI, and tertiary education has been included, with applications such as personalised learning, automated grading, predictive analysis, intelligent tutoring, and plagiarism detection. The advent of generative AI applications threatens to change the scope of formative assessment in higher education. Students no longer apply maximum effort to resolving assessment tasks with the temptation to seek solutions from generative AI applications such as ChatGPT. The accessibility of generative AI applications by tertiary students calls for new strategies in planning formative assessment tasks to achieve the intended objectives. This study explores the impact of generative AI on Formative Assessment for Higher Education. Underpinned by the Interpretivism paradigm, the study adopted a qualitative research approach. The study collected data from students, lecturers, and experts in Educational Technologies. Lecturers and students from various departments at the University of Venda were selected for interviews using probability purposive sampling. The interviews captured respondents’ experiences and perceptions of the use of generative AI by students on Formative Assessment tasks. The study applied Thematic Analysis using Atlas.ti software to analyse qualitative data. The study identified the role of formative assessment in HE. The study also established the perceptions of generative AI applications for Formative Assessment in HE and associated challenges. The study contributes to teaching and learning in higher education by establishing strategies for the best practices for using generative AI for formative assessment.
Published Version
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