为生成式AI时代重构项目制评估，强调过程与伦理反馈。
Navigating the New Landscape: A Conceptual Model for Project-Based Assessment (PBA) in the Age of GenAI
- 以过程为导向，结合多模态评估与个性化反馈
- 通过监督反馈追踪学习进程，保障学术诚信
- 适合教育者与课程设计者参考实践
生成式人工智能（GenAI）在高等教育中的快速融入，为项目制评估（PBA）带来了机遇与挑战。传统评估侧重最终成果，而如今成果可能由GenAI显著影响或生成，引发真实性、学术诚信与学习验证的担忧。本文倡导一种重新构想的项目制学习（PBL）或毕业项目评估模型，强调过程性评价、多模态与多维度评估设计，以及对GenAI的伦理化使用，以促进高阶思维发展。模型还强调导师通过GenAI辅助提供个性化反馈，以观察项目生命周期中的学习过程。文中提供一个毕业项目场景作为应用示例。最后，论文向教育者与课程设计者提出建议，确保评估实践在不断演变的GenAI环境中仍具稳健性、以学习者为中心且坚守诚信。
原文摘要 · Abstract (English)
The rapid integration of Generative Artificial Intelligence (GenAI) into higher education presents both opportunities and challenges for assessment design, particularly within Project-Based Assessment (PBA) contexts. Traditional assessment methods often emphasise the final product in the PBA, which can now be significantly influenced or created by GenAI tools, raising concerns regarding product authenticity, academic integrity, and learning validation. This paper advocates for a reimagined assessment model for Project-Based Learning (PBL) or a capstone project that prioritises process-oriented evaluation, multi-modal and multifaceted assessment design, and ethical engagement with GenAI to enable higher-order thinking. The model also emphasises the use of (GenAI-assisted) personalised feedback by a supervisor as an observance of the learning process during the project lifecycle. A use case scenario is provided to illustrate the application of the model in a capstone project setting. The paper concludes with recommendations for educators and curriculum designers to ensure that assessment practices remain robust, learner-centric, and integrity-driven in the evolving landscape of GenAI.
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