Abstract
In 2022, OpenAI released ChatGPT, a generative artificial intelligence (AI) chatbot that can instantly respond to user-provided queries in a conversational manner. While it can be a powerful tool for completing a great number of written tasks, instructors are worried about students misusing ChatGPT and other AI programs in their coursework. Though this concern is valid, we propose that the emphasis on trying to circumvent cheating with AI is misplaced. In the following commentary, we argue that the way students are assessed should fundamentally change. Instead of asking students to simply reproduce knowledge in essays or exams—tasks that are easily accomplishable for an AI like ChatGPT—students should engage in class-specific, guided self-reflection and take part in assessing their own work. Self-assessment and ungrading could increase intrinsic motivation and reduce the desire to rely on AI for coursework, especially when such coursework requires personalized details from students. Thus, we propose that the emergence of ChatGPT and the continued evolution of AI poses an exciting challenge for higher education—to refocus students on work that is personally meaningful, and accomplishable only by humans.
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