Abstract
The launch of ChatGPT and artificial intelligence (AI) platforms capable of generating written responses to a vast range of text-based queries has transformed the conceptualisation of assessment in education. Apart from its potential for misuse in test and examinations, the laboratory report in Science Education may be vulnerable to AI-disruption. This article outlines five text-based prompts that educators can use to assess the quality of AI-generated output in scientific writing. When used to query the freely accessible version of ChatGPT (GPT-3.5) in June 2023, these prompts revealed its ability to produce written work that showcases high-level organisation of concepts relevant to a scientific topic. However, these AI-generated responses remain generalised, lacking specificity and without effective integration of peer-reviewed scientific literature. As these generative AI platforms continue to improve, educators can use this series of prompts to evaluate the quality of AI output and adapt the assessment criteria for this new era in scientific writing.
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