Rachel Forsyth
@rmforsyth.bsky.social
1.5K followers 530 following 300 posts
She/her. Interested in assessment, inclusion, curriculum design and digital. PFHEA. Occasionally blog at http://assessmentinhe.wordpress.com. Curious about GenAI in HE? Try our free MOOC http//www.coursera.org/learn/transforming-he-with-genai
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rmforsyth.bsky.social
well, exactly..."Looking forward to reading your students' assignments" is my 4th criteria for assessment design (after validity, security and fairness). If you don't want to see it, why would they want to write it?
rmforsyth.bsky.social
Marc's piece is more thoughtful, but I also wrote about this last year and it's a red line for me. Also, our current focus groups suggest that students are horrified at the thought that their teachers are not going to read their work. That's dehumanising. assessmentinhe.wordpress.com/2024/05/26/s...
Should I use AI to grade assignments?
Image: A picture of a harassed teacher who should be saying “I used an AI tool to design and grade your essay and write the feedback” but the text is poorly reproduced. Generated by Dal…
assessmentinhe.wordpress.com
rmforsyth.bsky.social
Hard yes from me too. I recently heard a group of teachers saying all these & not seeing any connections: 1) I don't trust students not to use GenAI so I have tests 2) I'm bored with reading the same submissions 3) I use GenAI to check the feedback I'm giving 4) education is becoming dehumanised.
rmforsyth.bsky.social
Supervised exams are entirely secure, but not always valid or fair. They are an assessment option, but your experience shows why they shouldn't be the only one. This post includes a summary sheet with mitigations for the availability of GenAI tools assessmentinhe.wordpress.com/2025/07/17/w...
Who, or what, did the work?
The responsibility for assessment security usually resets with individual teachers, who need to balance good assessment design which is equitable and valid with a need to ensure the students did th…
assessmentinhe.wordpress.com
rmforsyth.bsky.social
Even though it was published just before GenAI tools became widely available, I am confident that the process works just as well and you can update with some of my recent blog posts, such as this one which provides a list of ideas for ensuring assessment security lnkd.in/dBq949Ur
LinkedIn
This link will take you to a page that’s not on LinkedIn
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Reposted by Rachel Forsyth
rmforsyth.bsky.social
Endnote plug in for Word.
rmforsyth.bsky.social
This is well worth a read for the weird journey. Although I can see useful applications (I'm testing 'Assessment Review assistant' right now) I've never wanted to use GenAI to write emails or whatever. It just doesn't sound like me. If I'm writing to you, its from me www.nytimes.com/2025/07/18/o...
Opinion | The Seductions of A.I. for the Writer’s Mind
www.nytimes.com
Reposted by Rachel Forsyth
Reposted by Rachel Forsyth
markchilds.bsky.social
If AI now means that your module is too easy, tough, you need to rethink your module - maybe even acknowledge that now it actually _is_ easier. Unless disciplines are rethought from the ground up you'll have the next generation of learners opting to be mathematicians because anyone can do it.
rmforsyth.bsky.social
Saw this just now as well: "The results indicate that generative AI tools enhance individual productivity, especially in code generation and refactoring. These gains are often offset by increased review efforts and concerns over code quality." Self-reported. www.diva-portal.org/smash/record...
The Impact of Generative AI Tools in Open-Source Software Development
DiVA portal is a finding tool for research publications and student theses written at the following 50 universities and research institutions.
www.diva-portal.org
rmforsyth.bsky.social
Definitely not as well-reasoned, but here is a practitioners' exploration of the same topic @mirjamglessmer.com & Forsyth, R. (2025). Superficially Plausible Outputs from a Black Box: Problematising GenAI Tools for Analysing Qualitative SoTL Data. #SoTL journalhosting.ucalgary.ca/index.php/TL...
Superficially Plausible Outputs from a Black Box: Problematising GenAI Tools for Analysing Qualitative SoTL Data | Teaching and Learning Inquiry
Teaching & Learning Inquiry: The ISSOTL Journal
journalhosting.ucalgary.ca
rmforsyth.bsky.social
Definitely. It was less obvious because we didn't have social media, but it was much discussed. There was also a lot of discussion about equity of access and low bandwidth, and also about how one might use the internet to make teaching more accessible and engaging.
rmforsyth.bsky.social
Next up, a feedback workshop for the new AI Literacy framework for primary and secondary education. ailiteracyframework.org
A photograph of the four domains of AI literacy: Engaging with AI, Creating with AI, Managing AI, Designing AI. Full details of the framework in the link in the post.
rmforsyth.bsky.social
Panel summary: we need simple guidelines, teachers need to be at the heart of the process.
rmforsyth.bsky.social
Another question: how do we take this opportunity to transform education? The answer seems to be to focus on transverse/transferable skills. This has been suggested cyclically at least since the early 2000s (probably longer).
rmforsyth.bsky.social
It's pointed out that the AI Act allows for Sandbox development and that this should be encouraged.
rmforsyth.bsky.social
How can 'we' bring all teachers with us? This is a challenge for the panel. Again, it's said that we shouldn't have thick manuals and guidance. More positively, living guidance documents developed in the organisation are recommended.
rmforsyth.bsky.social
Difficult to find tools which are GDPR compliant, open, and pedagogically useful. Reminds me of the old distance learning development adage: the materials can be any two of quick, cheap or good, but not all three.
rmforsyth.bsky.social
Some suggestion that numerous guidelines from the EC's expert groups will not be read. National government need to adapt and disseminate them.