Plagiarism-detection companies rolling out GPT plugins in a big rush is the last thing universities need – the challenge right now is how to diversify, enrich and improve the way we assess students, not to intensify for-profit policing. A short thread on this with readings: PDSs align with a view of academic writing that is individualised and increasingly out-of-date - writing is now often collaborative and multimodal. Such systems support standardisation not risk-taking and born-digital modalities. @jordan_canz @vanikannan escholarship.org/uc/item/5vq519…

Discussions of context relating to #ChatGPT and #assessment in #HigherEducation are a bit thin on the ground: the structural condition of universities are a big part of why many commentators see it as a 'threat'. A short thread with readings👇 1/9 high student numbers, precarity and crushing workloads mean there is rarely time for academics to gain the familiarity with students’ writing approaches needed to support good practice, or to innovate with form: @UCU workload survey 2021 (pdf) ucu.org.uk/media/12905/Wo… 2/9