E98 Beyond Academic Integrity: GenAI Assessment (Short paper) Data analysis A hybrid inductive-deductive thematic analysis was employed. The process began inductively (Braun & Clarke, 2006) to identify recurring challenges. Subsequently, as the themes demonstrated a fit with the TPACK framework, the analysis proceeded deductively to map these difficulties into the framework’s categories. Coding was performed manually by two coders until consensus was achieved. Results Educators’ challenges were explored through qualitative analysis of open-ended responses and workshop discussions, organized using the TPACK framework (see Table 1). Two themes fell under Technology knowledge (TK): (1.1) Access and Usability Barriers (4 mentions)- Participants noted the difficulty of using advanced language models requiring paid access, alongside the need for userfriendly tools. (1.2) Lack of Technological Knowledge (6 mentions)- Only six participants expressed unfamiliarity with tools, limited experience, and difficulty keeping pace with rapid developments. Most themes emerged under Technological Pedagogical Knowledge (TPK): (2.1) Academic Integrity (38 mentions)- Concerns included plagiarism and students copying AI-generated content. (2.2) Teaching Proper AI Use (14 mentions)- Highlighted the need to guide students in using AI critically and responsibly. (2.3) Lack of Pedagogical Knowledge (4 mentions)- Participants were unsure how to integrate AI effectively into teaching and learning. 2.4 Adapting tasks to AI capabilities and limits (6 mentions)- Challenges involved aligning tasks with AI’s affordances and limitations. (2.5) Designing Deep Learning Tasks (16 mentions)- Included difficulties in creating tasks that foster critical thinking and understanding. (2.6) Need for Creativity (3 mentions)- Teachers noted that redesigning tasks to align with GenAI demands greater creativity. (2.7) Defining Objectives (2 mentions)- AI complicates setting clear learning goals. (2.8) Asynchronous Course Assessment Design (2 mentions)- Large-scale online courses assessment limits observation and raises concerns about authenticity. (2.9) Erosion of Teacher-Student Trust (1 mention)- One teacher noted that suspicion of AI use can harm lecturer–student trust. One theme aligned with TPACK: (3.1) Disciplinary Differences- Need for discipline-specific assessment design. Additional themes outside TPACK included: (4.1) Time and Effort (9 mentions)- Redesigning tasks requires significant time and reflection. (4.2) No Challenges (10 mentions)- Some educators reported no difficulty in adapting assessments. Overall, the findings show that most challenges lie at the intersection of pedagogy and technology. Despite the introduction of new technological tools, technological-pedagogical concerns remain central.
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