Diverging assessments: What, Why, and Experiences
Publication Name
SIGCSE 2024 - Proceedings of the 55th ACM Technical Symposium on Computer Science Education
Abstract
In this experience paper, we introduce the concept of 'diverging assessments', process-based assessments designed so that they become unique for each student while all students see a common skeleton. We present experiences with diverging assessments in the contexts of computer networks, operating systems, ethical hacking, and software development. All the given examples allow the use of generative-AI-based tools, are authentic, and are designed to generate learning opportunities that foster students' meta-cognition. Finally, we reflect upon these experiences in five different courses across four universities, showing how diverging assessments enhance students' learning while respecting academic integrity.
Open Access Status
This publication may be available as open access
Volume
1
First Page
1161
Last Page
1167