Engagement et intégrité: perceptions des étudiants universitaires quant aux tâches évaluatives à l’ère de l’intelligence artificielle

Jennifer Smith, Nicole Monney, Mélissande Trottin, Martine Peters

Diapositive 3: Arrivée de l’intelligence artificielle né

Fakhry, S., & Fakhry, B. (2025). Envisioning the future: The growing impact of Artificial Intelligence on society. World Journal of Advanced Research and Reviews. https://doi.org/10.30574/wjarr.2025.26.1.1135

Bahroun, Z., Anane, C., Ahmed, V., & Zacca, A. (2023). Transforming Education: A Comprehensive Review of Generative Artificial Intelligence in Educational Settings through Bibliometric and Content Analysis. Sustainability. https://doi.org/10.3390/su151712983

Rahman, M. M., Chung, C. C., Shanana, A., Hua, S. A. S. C., Thiviyashree, & Elleyajasmin. (2025). Utilization of Generative Artificial Intelligence Technologies as Learning Tools among University Students: A Cross-Sectional Study. Int. J. Online Biomed. Eng., 21, 4-14. https://doi.org/10.3991/ijoe.v21i07.54227

Saúde, S., Barros, J.-P., & Almeida, I. (2024). Impacts of Generative Artificial Intelligence in Higher Education: Research Trends and Students’ Perceptions. Social Sciences. https://doi.org/10.3390/socsci13080410

Vieriu, A., & Petrea, G. (2025). The Impact of Artificial Intelligence (AI) on Students’ Academic Development. Education Sciences. https://doi.org/10.3390/educsci15030343

Eager, B., & Brunton, R. (2023). Prompting Higher Education Towards AI-Augmented Teaching and Learning Practice. Journal of University Teaching and Learning Practice. https://doi.org/10.53761/1.20.5.02

Wangdi, P. (2024). Integrating Artificial Intelligence in Education. International Journal of Research in STEM Education. https://doi.org/10.33830/ijrse.v6i2.1722

Diapositive 4: Intégrité versus IA

Cooper, A., & Bikowski, D. (2007). Writing at the graduate level: What tasks do professors actually require? Journal of English for Academic Purposes, 6, 206-221. https://doi.org/10.1016/j.jeap.2007.09.008

Graves, R., Hyland, T., & Samuels, B. M. (2010). Undergraduate Writing Assignments: An Analysis of Syllabi at One Canadian College. Written Communication, 27(3), 293-317. http://wcx.sagepub.com/content/27/3/293.abstractN2

Atwell, A., Mrusek, B., Solti, J., & Wilson, K. (2021). Risks to Student Achievement in Higher Education. 165-172. https://doi.org/10.1007/978-3-030-80000-0_20

Alyasin, A., Nasser, R., Hajj, M. E., & Harb, H. (2023). Assessing Learning Outcomes in Higher Education: From Practice to Systematization. TEM Journal. https://doi.org/10.18421/tem123-41

Kumar, R., & Mindzak, M. (2024). Who wrote this? Detecting artificial intelligence-generated text from human-written text. Canadian Perspectives on Academic Integrity, 7, 1-9. http://doi.org/10.55016/ojs/cpai.v7i1/77675

Fisk, G. D. (2025). AI or Human? Finding and Responding to Artificial Intelligence in Student Work. Teaching of Psychology, 52(3), 314-318. https://doi.org/10.1177/00986283241251855

Bittle, K., & El-Gayar, O. (2025). Generative AI and Academic Integrity in Higher Education: A Systematic Review and Research Agenda. Information. https://doi.org/10.3390/info16040296

Luo, J. (2024). How does GenAI affect trust in teacher-student relationships? Insights from students’ assessment experiences. Teaching in Higher Education, 0(0), 1-16. https://doi.org/10.1080/13562517.2024.2341005

Diapositive 5: Problèmes avec les tâches évaluatives

Peters, M., & Angelov, D. (2025). Redefining assessment tasks to promote students’ creativity and integrity in the age of generative artificial intelligence. International journal for educational integrity : IJEI, 21(1), 25. https://doi.org/10.1007/s40979-025-00201-x

Hau, M. (2025). [AI-reflection] writing with machines? Reconceptualizing student work in the age of AI. Frontiers in Communication. https://doi.org/10.3389/fcomm.2025.1598988

Charles, K., Yousuf, A., Chua, H. C., Matthews, S., Harnett, J., & Hinton, T. (2025). AI in action: Changes to student perceptions when using generative artificial intelligence for the creation of a multimedia project-based assessment. European journal of pharmacology, 177508. https://doi.org/10.1016/j.ejphar.2025.177508

Fischer, I., Sweeney, S., Lucas, M., & Gupta, N. (2024). Making sense of generative AI for assessments: Contrasting student claims and assessor evaluations. The International Journal of Management Education. https://doi.org/10.1016/j.ijme.2024.101081

Fernández‐Sánchez, A., Lorenzo‐Castiñeiras, Juan J., & Sánchez-Bello, A. (2024). Navigating the Future of Pedagogy: The Integration of AI Tools in Developing Educational Assessment Rubrics. European Journal of Education. https://doi.org/10.1111/ejed.12826

Diapositive 7: Tâche évaluative

Leroux, J. L., Groupe de recherche en évaluation des apprentissages au, c. g., & Association québécoise de pédagogie, c. g. (2015). Évaluer les compétences au collégial et à l’université : un guide pratique. Association québécoise de pédagogie collégiale (AQPC).

De Ketele, J.-M. (2010). Ne pas se tromper d’évaluation. Revue française de linguistique appliquée, 15(1), 25-37. https://doi.org/10.3917/rfla.151.0025

Ibarra-Sáiz, M. S., Rodríguez-Gómez, G., & Boud, D. (2021). The quality of assessment tasks as a determinant of learning. Assessment & Evaluation in Higher Education, 46(6), 943-955. https://doi.org/10.1080/02602938.2020.1828268

Fischer, J., Bearman, M., Boud, D., & Tai, J. (2024). How does assessment drive learning? A focus on students’ development of evaluative judgement. Assessment & Evaluation in Higher Education, 49(2), 233-245. https://doi.org/10.1080/02602938.2023.2206986

Hmoud, M., Swaity, H., Hamad, N., Karram, O., & Daher, W. (2024). Higher Education Students’ Task Motivation in the Generative Artificial Intelligence Context: The Case of ChatGPT. Information, 15(1), 33.