Climate Change<\/strong><\/td>Launch Copilot and type in the following prompt:\u00a0\u00a0
\u201cCreate 10 higher-order thinking questions aligned to Bloom\u2019s Taxonomy for a university-level course on climate change.\u00a0 Include answer keys and rationales.\u00a0 Validate all AI-generated content.\u201d<\/em><\/td><\/tr>
MBA Leadership<\/strong><\/td>Launch Copilot and type in the following prompt:\u00a0
\u201cAct as a disciplinary expert and assessment designer. Design a case-based assessment for graduate students in an MBA leadership course.\u00a0 Students should analyze a complex workplace conflict involving leadership, communication, and organizational culture<\/em>.\u201d
Create<\/strong>: A realistic case study, background information, supporting evidence and data, student questions requiring analysis and evaluation.\u00a0
Develop:<\/strong> a grading rubric and instructor guidance for facilitating discussion.\u00a0\u00a0
Ensure<\/strong>: the assessment measures higher-order thinking and professional judgment.<\/td><\/tr>
Criminal Justice<\/strong><\/td>Launch Copilot and type in the following prompt:\u00a0
\u201cAct as an experienced criminal justice professor and assessment specialist.\u00a0 Create a final examination for an undergraduate Introduction to the Criminal Justice System course.\u00a0 The exam should assess students\u2019 understanding of the major components of the criminal justice system (law enforcement, courts, and corrections), the roles and responsibilities of criminal justice professionals, due process and individual rights, crime and crime measurement, the criminal court process, Sentencing and corrections, and contemporary issues in criminal justice.\u201d<\/em>
Create<\/strong>: 20 multiple-choice questions, 5 short-answer questions, and 2 scenario-based application questions.\u00a0
Ensure<\/strong> the questions assess a range of cognitive levels, including knowledge, comprehension, application, and analysis.\u00a0\u00a0
For each question<\/strong>, provide:\u00a0 The correct answer, A brief explanation of why the answer is correct , and the course learning outcome being assessed.\u00a0 Format the exam and answer key separately. Include estimated completion time, point values, and recommendations for academic integrity.<\/td><\/tr>
Political Science<\/strong><\/td>Launch Copilot and type in the following prompt:\u00a0
\u201cAct as an experienced Political Science professor, instructional designer, and assessment expert. Create an infographic assignment for an undergraduate Introduction to Political Science course. The purpose of the assignment is to help students analyze and communicate political information visually for a general audience. Students will select a current political issue, public policy, political institution, election, political ideology, or international relations topic and present key findings in an infographic<\/em>.\u201d\u00a0
Design the assignment to assess students\u2019 ability to:\u00a0\u00a0
Locate and evaluate credible sources, analyze political data and evidence, explain political concepts accurately, communicate complex information visually, and draw evidence-based conclusions.
Include: Assignment overview, learning objectives, detailed student instructions, required infographic components, technology recommendations, source and citation requirements, accessibility considerations, academic integrity expectations, and a detailed grading rubric with four performance levels. The infographic should require students to include: a clear title, relevant political data or statistics, at least one chart, graph, or map, analysis of the issue, policy implications or recommendations, and proper APA citations.\u00a0 The final product should be suitable for posting in a learning management system.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\nNow Try This<\/strong> with an assignment for one of your courses!<\/p>\n<\/div>\n<\/div>\n\n\n\n\n \u2190back<\/a><\/div>\n\n\n\nNext: Prioritize Authentic Assessments<\/a><\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"Learn more<\/p>\n","protected":false},"author":5324,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":"","_links_to":"","_links_to_target":""},"categories":[443],"tags":[],"class_list":["post-25785","post","type-post","status-publish","format-standard","hentry","category-ai-assessment"],"acf":[],"_links":{"self":[{"href":"https:\/\/web.uri.edu\/atl\/wp-json\/wp\/v2\/posts\/25785","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/web.uri.edu\/atl\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/web.uri.edu\/atl\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/web.uri.edu\/atl\/wp-json\/wp\/v2\/users\/5324"}],"replies":[{"embeddable":true,"href":"https:\/\/web.uri.edu\/atl\/wp-json\/wp\/v2\/comments?post=25785"}],"version-history":[{"count":4,"href":"https:\/\/web.uri.edu\/atl\/wp-json\/wp\/v2\/posts\/25785\/revisions"}],"predecessor-version":[{"id":26131,"href":"https:\/\/web.uri.edu\/atl\/wp-json\/wp\/v2\/posts\/25785\/revisions\/26131"}],"wp:attachment":[{"href":"https:\/\/web.uri.edu\/atl\/wp-json\/wp\/v2\/media?parent=25785"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/web.uri.edu\/atl\/wp-json\/wp\/v2\/categories?post=25785"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/web.uri.edu\/atl\/wp-json\/wp\/v2\/tags?post=25785"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}} | | | | | | | |