{"id":727,"date":"2024-03-05T11:59:06","date_gmt":"2024-03-05T11:59:06","guid":{"rendered":"https:\/\/blogs.sussex.ac.uk\/learning-matters\/?p=727"},"modified":"2026-03-26T10:19:13","modified_gmt":"2026-03-26T10:19:13","slug":"strategies-for-making-quantitative-assessments-more-ai-resilient","status":"publish","type":"post","link":"https:\/\/blogs.sussex.ac.uk\/learning-matters\/2024\/03\/05\/strategies-for-making-quantitative-assessments-more-ai-resilient\/","title":{"rendered":"Strategies for making quantitative assessments more AI resilient"},"content":{"rendered":"\n
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Dr Myrna Hennequin<\/figcaption><\/figure><\/div>\n\n\n\n

In this case study, Dr Myrna Hennequin, Lecturer in Economics, shares her strategies for making online quantitative assessments more AI resilient.\u00a0<\/p>\n\n\n\n

What I did <\/strong> <\/p>\n\n\n\n

I redesigned the online assessments for the module Quantitative Methods for Business and Economics: Maths (QMBE A). This introductory maths module for Foundation Year students is assessed by several Canvas quizzes. My goal was to create computer-markable exams that are varied, balanced and more resilient against academic misconduct through AI or collusion. <\/p>\n\n\n\n

Why I did it<\/strong> <\/strong> <\/strong> <\/p>\n\n\n\n

Creating effective online assessments for quantitative modules poses several challenges. With the rapid rise of AI tools such as ChatGPT, I was concerned about cheating through the use of AI. At the same time, timetabling issues implied that the window during which the in-semester tests were available had to be extended from one hour to four hours, increasing the opportunity for collusion. <\/p>\n\n\n\n

In response to these issues, I aimed to make the quizzes more resilient. As the current free version of ChatGPT (GPT-3.5) does not allow for uploading images,\u00a0I ensured that each quiz included one or more questions involving graphs. <\/p>\n\n\n\n

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I also took advantage of Canvas\u2019s built-in maths editor, which puts formulas in LaTeX format. It is currently not possible to directly copy these formulas into ChatGPT, which deters students from quickly copying an entire question including formulas. <\/p>\n\n\n\n

Another strategy I use is randomisation. Canvas allows for randomising questions as a whole by using question groups or setting up numerical questions with random numbers using formula questions. To prevent collusion, I ensured that nearly all quiz questions were randomised in some way. <\/p>\n\n\n\n

Lastly, I created a varied and balanced exam by using different question types. Even within the MCQ assessment mode, there are many ways to ask questions beyond the standard multiple-choice question consisting of a prompt and a set of answer options. I make use of a range of question types available in Canvas quizzes: <\/p>\n\n\n\n