2023-10-30 TÉLUQ — Martine Peters, chercheuse et professeure en science de l'éducation Directrice du Partenariat universitaire sur la prévention du plagiat

Défis de l’évaluation à l’ère de l’intelligence artificielle : créativité et intégrité

Par Martine Peters, Université du Québec en Outaouais

Atelier offert à la TÉLUQ (30 octobre 2023)

martine.peters@uqo.ca

Références

Diapositive 7: Définition du plagiat

Peters, M. (à paraitre). Intelligence artificielle et intégrité académique peuvent-elles faire bon ménage ? Revue canadienne de l’éducation.

Diapositive 10 : Nouvelle façon d’écrire ❤️

Eaton, S. E. (2023). 6 Tenets of Postplagiarism: Writing in the Age of Artificial Intelligence. Learning, Teaching and Leadership: A blog for educators, researchers and other thinkers by Sarah Elaine Eaton, Ph.D. https://drsaraheaton.wordpress.com/2023/02/25/6-tenets-of-postplagiarism-writing-in-the-age-of-artificial-intelligence/

Diapositives 13-14 : Modèles de rédaction de stratégies de créacollage numérique

Peters, M. (2021). Demande de subvention de partenariat soumise au CRSH.
Peters, M. (2023). L’ère de la rédaction intègre avec l’intelligence artificielle, modèle 2023 : http://w4.uqo.ca/mpeters/ateliers-workshops/

Diapositive 15: Lecture pour vos étudiants ou pour vous ❤️
Hew, N. (2023). How to use ChatGPT in your assignments without getting accused of plagiarism. Study International. https://www.studyinternational.com/news/chatgpt-and-plagiarism/

Diapositive 18 : Parlons-en de la détection ❤️

Clay, G. (2023). The Depth of the AI Plagiarism Problem. AutomatED: Teaching Better with Tech. https://automated.beehiiv.com/p/depth-ai-plagiarism-problem

Diapositive 26 : Redéfinir l’évaluation

Diapositives 27-28 : Modèle d’évaluation proposée

Modèle sur l’évaluation de Peters, Smith et Angelov (2023). http://w4.uqo.ca/mpeters/ateliers-workshops

Diapositive 29: 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.

Diapositive 29-30-31 : Taxonomie de Bloom

Diapositives 32 : Originalité versus créativité ❤️

Johnson-Eilola, J. et Selber, S. A. (2007). Plagiarism, originality, assemblage. Computers and Composition, 24(4), 375-403.

Diapositive 33 : Originalité vs créativité

Acar, S., Burnett, C. et Cabra, J. F. (2017). Ingredients of Creativity: Originality and More. Creativity Research Journal, 29(2), 133-144. doi: 10.1080/10400419.2017.1302776
Sternberg, R. J. et Lubart, T. I. (1999). The concept of creativity: Prospects and paradigms. Handbook of creativity, 1, 3-15.

Diapositives 35-36-37 : Le 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 38 :

Diapositive 39-40 : 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.
Spiller, D. (2014). Assessment matters: Academic Integrity. The University of Waikato. https://www.waikato.ac.nz/__data/assets/pdf_file/0006/352869/Assessment-Matters_-Group-Work-Assessment.pdf
Fahim, S. (n.d.). Assessments – Prevention Strategies to Combat Plagiarism [PowerPoint presentation]. The British University in Egypt. https://www.bue.edu.eg/powerpoints-academic-honesty/

Diapositives 41-42 : Consignes

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
Harris, Robert (2015). Antiplagiarism Strategies for Research Papers. Virtual Salt. http://www.virtualsalt.com/antiplag.htm
Cullen, C. (2020). Syllabi Designed with Integrity In Mind. Sur le site web https://www.academicintegrity.org/integrity/syllabi-designed-with-integrity-in-mind/
Spannagel, C. (2023). Rules for Tools. Pädagogische Hochschule Heidelberg. https://csp.uber.space/phhd/rulesfortools.pdf ❤️

Diapositive 43 : 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.
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
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.