Use of Portfolios to add Generative AI Resilience to Chemistry Final Year Literature Projects: Staff Perceptions
DOI:
https://doi.org/10.29311/ndtns.vi20.4982Keywords:
Chemistry, Generative AI Resilience, Literature Projects, Portfolio AssessmentAbstract
Concerned about the vulnerability of final year literature projects to Generative AI (GAI), a portfolio assessment to document a students’ project is described. Students are required to record all aspects of the project including critical reflections of the literature and reflections on meetings with their project supervisor. A qualitative evaluation of supervisor feedback has been carried out revealing that alongside GAI resilience, supervisors perceive the portfolio assessment enhances staff and student experience, promoting enhanced student attainment and engagement, allowing staff to better monitor student progress, increase staff-supervisor meeting efficiency and increase the overall robustness of the supervisor generated mark.
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