Using Generative AI to Promote Psychological, Feedback, and Artificial Intelligence Literacies in Undergraduate Psychology
Jenny L. Richmond, Kate Nicholls
Abstract
Background With the arrival of generative artificial intelligence (genAI) tools, psychology educators are rethinking their assessment practices. Objective This paper describes one approach to integrating genAI into an assessment designed to promote psychological literacy. Method Students used ChatGPT to generate a media release about a published article and then wrote a critique. We evaluated whether students were able to use the marking rubric to assess the ChatGPT output, and whether working with the rubric early in the assessment process had benefits for their grades on subsequent tasks. Results The results show that students accurately assessed the ChatGPT output against the marking rubric, judging the output to be stylistically good but lacking in accurate coverage of the aims, methods, and results of the research. Working with genAI and the marking rubric early in the assessment process had benefits for performance, relative to cohorts that had engaged in peer review. Conclusion By allowing students to use genAI and scaffolding the process of critiquing and revising, students gained competencies in psychological, feedback, and AI literacies. Teaching implications Integrating genAI presents opportunities for learning, if educators can think beyond the artifact and design assessment that allows our students to showcase their learning process.