2023-05-29 Université du Québec à Chicoutimi

L’évaluation à l’ère de l’intelligence artificielle : comment préserver l’intégrité académique

Références de la présentation faite à l’Université du Québec à Chicoutimi (Chicoutimi, Canada).

Martine Peters, Université du Québec en Outaouais.


Références extraites des diapositives Diapositives 10-11: Plagiat ou pas? Diapositive 12: L’ère de la rédaction préhistorique!
  • Peters, M. (2021). Demande de subvention de partenariat soumise au CRSH.
Diapositive 14 : Prompt ChatGPT pour enseignants Diapositive 15 :  Intelligence artificielle Consensus Diapositive 16 : Optic AI or Not Diapositive 17 : Quillbot  Diapositive  18 : Chat with any PDF Diapositive 19 : Pour se protéger contre les allegations de plagiat Diapositives 20 : Nouvelle façon d’écrire ❤️
  • Eaton, S.E. (2023). 6 Tenets of Postplagiarism: Writing in the Age of Artificial Intelligence. Learning, Teaching and Leadership.
Diapositive 21: Lecture pour vos étudiants Diapositive 23 : Parlons-en de la détection ❤️ Diapositive 26 : Redéfinir l’évaluation Diapositive 29 : Tâches authentiques Diapositive 30 et 33 : Taxonomie de Bloom
  • Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives (Complete edition). New York: Longman.
Diapositives 31-32 : Originalité versus créativité ❤️
  • Johnson-Eilola, J. et Selber, S. A. (2007). Plagiarism, originality, assemblage. Computers and Composition, 24(4), 375-403.
Diapositives 34-35-36 : Délestage cognitif
  • Risko EF, Gilbert SJ. (2016). Cognitive offloading. Trends in Cognitive Sciences. 20(9):676–688. doi: 10.1016/j.tics.2016.07.002.
  • Dawson, P. (2020). Cognitive Offloading and Assessment. In: Bearman, M., Dawson, P., Ajjawi, R., Tai, J., Boud, D. (eds) Re-imagining University Assessment in a Digital World. The Enabling Power of Assessment, vol 7. Springer, Cham. https://doi.org/10.1007/978-3-030-41956-1_4 ❤️
Diapositive 37: L’évaluation authentique
  • Frey, B. B., Schmitt, V. L., & Allen, J. P. (2012). Defining authentic classroom assessment. Practical Assessment, Research & Evaluation, 17(2).
  • Kashani-Vahid, L., Afrooz, G., Shokoohi-Yekta, M., Kharrazi, K., & Ghobari, B. (2017). Can a creative interpersonal problem solving program improve creative thinking in gifted elementary students? Thinking Skills and Creativity, 24, 175-185.
  • Wadaani, M. R. (2015). Teaching for Creativity as Human Development toward Self-Actualization: The Essence of Authentic Learning and Optimal Growth for All Students.Creative Education, 6,669-679.
  • Wiggins, G. (2011). A true test: toward more authentic and equitable assessment. Phi Delta Kappan, 92(7), 81–93.
Diapositive 38: Caractéristique d’une évaluation authentique Diapositive 39 : Des consignes claires
  • Cullen, C. (2020). Syllabi Designed with Integrity In Mind.  Sur le site web https://www.academicintegrity.org/integrity/syllabi-designed-with-integrity-in-mind/
  • Harris, Robert (2015).  Antiplagiarism Strategies for Research Papers. Virtual Salt. http://www.virtualsalt.com/antiplag.htm  ❤️
  • Smith, C. D., Worsfold, K., Davies, L., Fisher, R. et McPhail, R. (2013). Assessment literacy and student learning: the case for explicitly developing students ‘assessment literacy’. Assessment & Evaluation in Higher Education, 38(1), 44-60. doi: 10.1080/02602938.2011.598636
Diapositive 40: Rules for Tools ❤️ Diapositive 56 : Critères d’évaluation
  • Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., & Howe, A. (2013). Creative learning environments in education–a systematic literature review. Thinking Skills and Creativity, 8, 80–91. 
  • De Bruijn-Smolders, M., Timmers, C. F., Gawke, J. C. L., Schoonman, W., & Born, M. P. (2016). Effective self-regulatory processes in higher education: research findings and future directions. a systematic review. Studies in Higher Education, 41(1), 139–158.
  • Shin et al. (2012) White M, Kern ML. Positive education: Learning and teaching for wellbeing and academic mastery. International Journal of Wellbeing. 2018;8(1):1-17. DOI: 10.5502/ijw.v8i1.588