This assignment, by Susan Codone, is from the the book Teaching and Generative AI.
The summary from the site explains:
This chapter describes the use of ChatGPT in a graduate class assignment and explores how AI can scaffold student work to promote successively higher levels of thinking. The assignment asked students to compose a “stacked evaluation” of school district technology plans, which included a rubric generated by ChatGPT, evaluation data generated by ChatGPT using the rubric criteria, and the students’ evaluation of both the technology plan and of the ChatGPT evaluation. Student deliverables were more thorough than in previous semesters and included clear demarcation of AI-generated text and original writing. Because students asked ChatGPT to act in the persona of a school superintendent, their own writing took on a more formal tone as well, and using AI caused students to think on successively higher levels.
Key Features of This Assignment
- Stacked Evaluations Using Generative AI
- This assignment uses generative AI to perform stacked evaluations of educational documents, helping students engage in a multi-layered analysis that builds upon each previous step to develop a deeper understanding.
- Higher-Level Critical Thinking
- The assignment provokes students to think on successively higher levels, encouraging them to critically assess and synthesize information as they progress through each stage of the evaluation process.
- Application of AI in Educational Contexts
- Students explore the application of generative AI in evaluating educational materials, gaining insights into the capabilities and limitations of AI tools in academic settings and enhancing their analytical skills.
Find the full version of this resource in the book Teaching and Generative AI.