📋 Module 3: Evidence & Assessment Prompts

Design an alternative assessment for my course.

Course: [Course name]
Learning Outcomes: [What should students demonstrate?]
Assessment Type: [Oral exam/Video/Concept map/Peer teaching/Journal/Other]
Class Size: [Number of students]
Constraints: [Time, technology, accessibility considerations]

Please provide:

1. Detailed Assignment Description
   - What students will create/do
   - Format specifications
   - Length/duration requirements

2. Student Instructions
   - Step-by-step process
   - Resources they can use
   - Timeline with milestones

3. Assessment Rubric
   - 4-5 criteria with clear descriptors
   - Both content and format/delivery considerations

4. Logistics Plan
   - How you'll manage the assessment
   - Scheduling considerations
   - Technology requirements

5. Accessibility Accommodations
   - Alternative options for diverse learners

Generate oral examination questions for a viva/oral defense.

Subject: [Topic area being examined]
Context: [Project defense/Comprehensive exam/Skill demonstration]
Duration: [How long is the oral exam?]
Level: [Undergraduate/Graduate/Professional]
Learning Outcomes: [Paste the learning outcomes this oral exam should assess]
Key Topics / Content Areas: [List the major topics or content areas to be covered, e.g., "Cell biology, genetics, evolution" or "Patient assessment, pharmacology, clinical reasoning"]

Please ensure questions are aligned with the learning outcomes and cover the key topics listed above.

Please create:

1. Opening Questions (warm-up, lower stakes)
   - 3-4 questions to ease into the exam

2. Core Knowledge Questions
   - 5-6 questions testing fundamental understanding

3. Application Questions
   - 4-5 questions requiring students to apply knowledge to scenarios

4. Critical Analysis Questions
   - 3-4 questions probing deeper thinking and synthesis

5. Follow-Up Probes
   - Questions to dig deeper based on responses
   - "Can you elaborate on...?"
   - "What if the situation were different...?"

6. Closing Questions
   - Reflection and self-assessment opportunities

Include suggested time allocation for each section.

Help me write a student-facing rationale for this assessment.

Assessment description: [Paste your assessment description]
Learning outcomes it measures: [Paste the relevant outcomes]
Why this format: [Brief note on why you chose this format over alternatives]

Please write a 2-3 paragraph explanation I can include in the assignment description that:
1. Explains which learning outcomes this assessment measures and why they matter
2. Connects the assessment format to real-world professional practice
3. Describes how this assessment prepares students for their future careers or further study
4. Uses encouraging, student-friendly language (not defensive or apologetic)

Keep the tone warm and motivating—help students see this as an opportunity, not just an obligation.

Help me design low-stakes practice activities that prepare students for this assessment.

High-stakes assessment: [Paste your performance task or major assessment]
Key skills students need to practice: [List 2-3 skills the assessment requires]
Course timeline: [How many weeks before the major assessment?]

Please suggest 3-4 low-stakes practice activities that:
1. Target the same skills required by the major assessment
2. Can be graded on completion/effort rather than quality
3. Build progressively in complexity toward the final task
4. Include built-in feedback opportunities (self-assessment, peer review, or instructor check-ins)

For each activity, specify:
- Brief description and format
- When it should occur relative to the major assessment
- Suggested grading approach (completion-based, revision opportunity, ungraded)
- How it scaffolds toward the high-stakes task

Create a detailed case study for my course.

Course/Subject: [e.g., Business Ethics, Nursing, Engineering]
Learning Outcomes: [What should students learn/demonstrate?]
Student Level: [Undergraduate/Graduate/Professional]
Complexity: [Introductory/Intermediate/Advanced]

Please create a case study that includes:

1. Background/Context (2-3 paragraphs setting the scene)
2. Key Characters/Stakeholders (with roles and perspectives)
3. The Central Problem or Dilemma
4. Relevant Data/Information (facts, figures, constraints)
5. Complicating Factors (ethical, practical, or resource challenges)

Then provide:
- 5-7 discussion questions (ranging from comprehension to critical analysis)
- Suggested teaching notes for facilitating discussion
- Possible solutions or approaches (for instructor reference only)

Design a comprehensive course project.

Course: [Course name]
Duration: [e.g., 4 weeks, semester-long]
Team or Individual: [Specify]
Learning Outcomes: [What should students demonstrate?]

Please provide:

1. Project Overview
   - Title and compelling description
   - Real-world connection/relevance
   - Final deliverable(s)

2. Project Phases with Milestones
   - Break into 3-5 phases
   - Include checkpoint deliverables for each
   - Suggested timeline

3. Resources and Requirements
   - Tools/materials needed
   - Skills students should have or develop

4. Assessment Components
   - What will be graded
   - Weight/points distribution
   - Rubric criteria for final deliverable

5. Differentiation Options
   - Extensions for advanced students
   - Scaffolds for struggling students

Create a presentation assignment with detailed requirements.

Course: [Course name]
Topic Area: [What content should presentations cover?]
Presentation Type: [Informative/Persuasive/Teaching/Defense]
Duration: [e.g., 10-15 minutes]
Format: [In-person/Virtual/Recorded]

Please provide:

1. Assignment Description (as students would see it)
2. Authentic Scenario/Context (who is the audience?)
3. Required Elements (structure, visual aids, handouts)
4. Detailed Rubric covering:
   - Content accuracy and depth
   - Organization and flow
   - Delivery (voice, eye contact, engagement)
   - Visual aids effectiveness
   - Response to questions
5. Peer Evaluation Form for audience members

Design a portfolio assessment for my course.

Course: [Course name]
Portfolio Type: [Showcase/Growth/Process]
Learning Outcomes: [What should the portfolio demonstrate?]
Platform: [Digital/Physical/Both]

Please provide:

1. Portfolio Overview and purpose statement
2. Required Artifacts (5-8 items) with:
   - Description of each artifact type
   - How it connects to learning outcomes
   - Quality expectations
3. Reflection Requirements
   - Overall portfolio reflection prompt
   - Individual artifact reflection questions
4. Organization Guidelines
5. Assessment Rubric for the complete portfolio
6. Checkpoint Schedule for progress reviews

Design an educational simulation or role-play activity.

Course: [Course name]
Learning Outcomes: [What skills/knowledge should students apply?]
Class Size: [Number of students]
Duration: [Time available]

Please create:

1. Scenario Description
   - Context and setting
   - Central challenge or conflict
   - Stakes and constraints

2. Role Descriptions (create enough for class size)
   - Role name and responsibilities
   - Goals and motivations
   - Key information each role has
   - Secret information (if applicable)

3. Simulation Timeline
   - Phases or rounds
   - Decision points
   - How information is revealed

4. Facilitation Guide
   - Setup instructions
   - Intervention points
   - Common challenges and solutions

5. Debrief Questions for reflection
6. Assessment Criteria for participation and learning

Create a problem-solving scenario for assessment.

Subject Area: [e.g., Engineering, Healthcare, Business]
Complexity Level: [Well-structured/Moderately complex/Ill-structured]
Learning Outcomes: [What problem-solving skills should be demonstrated?]

Please design:

1. Problem Statement
   - Clear description of the challenge
   - Relevant background information
   - Constraints and resources available

2. Data/Information Package
   - Facts students need to analyze
   - Some irrelevant information (for discernment)
   - Any ambiguous elements (for advanced problems)

3. Expected Solution Approach (instructor guide)
   - Key steps in solving
   - Common misconceptions to watch for
   - Multiple valid approaches if applicable

4. Rubric assessing:
   - Problem identification
   - Analysis process
   - Solution quality
   - Justification and reasoning
   - Consideration of alternatives

Create assessment questions for my course.

Course/Topic: [Specific topic being assessed]
Learning Outcomes: [What should questions measure?]
Question Types Needed: [Multiple choice, short answer, essay, etc.]
Number of Questions: [How many of each type?]
Difficulty Distribution: [e.g., 30% easy, 50% medium, 20% challenging]

Please create questions following this structure:

For Multiple Choice:
- Clear, concise stem
- One clearly correct answer
- 3-4 plausible distractors (explain why each is wrong)
- Identify cognitive level (remember/understand/apply/analyze)

For Short Answer:
- Question requiring 2-4 sentence response
- Sample ideal answer
- Key points that must be included
- Partial credit guidelines

For Essay/Extended Response:
- Clear prompt with specific requirements
- Detailed rubric
- Sample response at each rubric level

Also provide: Test blueprint showing outcome-to-question mapping

Design a homework assignment that reinforces learning.

Topic: [What content does this cover?]
Learning Outcomes: [What should students practice?]
Time Expected: [How long should it take?]
Purpose: [Practice/Application/Preparation for class/Review]

Please create:

1. Assignment Instructions (student-facing)
2. Practice Problems/Tasks
   - Start with guided examples
   - Progress to independent practice
   - Include challenge problems (optional)
3. Self-Check Mechanism
   - Answers for self-assessment
   - Common errors to watch for
4. Grading Guidelines
   - What to look for
   - Point allocation

Create an observation assessment protocol.

Skill/Behavior Being Observed: [What are you watching for?]
Context: [Lab work, clinical setting, group activity, etc.]
Duration: [How long is the observation period?]

Please create:

1. Observable Indicators
   - Specific, measurable behaviors to watch for
   - Both positive indicators and concerning signs

2. Observation Checklist
   - Format: Behavior | Observed | Not Observed | Notes

3. Rating Scale (if applicable)
   - Clear descriptions for each level

4. Recording Form
   - Easy-to-use during observation

5. Feedback Template
   - How to communicate observations to students

Design a graded discussion activity.

Format: [In-class/Online forum/Synchronous virtual]
Topic: [Discussion focus]
Learning Outcomes: [What should discussion demonstrate?]

Please create:

1. Discussion Prompt
   - Engaging, open-ended question
   - Clear expectations for initial post and responses

2. Participation Rubric assessing:
   - Quality of contributions
   - Use of evidence/course concepts
   - Engagement with peers' ideas
   - Professionalism and respect

3. Self-Assessment Form
   - For students to reflect on their participation

4. Facilitation Questions
   - Follow-up questions to deepen discussion

Create a student self-assessment tool.

Purpose: [Learning check/Reflection/Goal-setting/Skill evaluation]
Learning Outcomes: [What should students assess themselves on?]
Timing: [Beginning/Middle/End of unit or course]

Please create:

1. Self-Rating Scale
   - Clear criteria for each competency
   - Descriptors for each level (e.g., 1-5 scale)

2. Reflection Questions
   - Open-ended prompts for deeper thinking
   - Evidence-based: "What shows you're at this level?"

3. Goal-Setting Section
   - Template for improvement goals
   - Action steps identification

4. Progress Tracking
   - Method to compare over time

5. Instructions for honest, productive self-assessment

Help me redesign an assessment to be more AI-resistant.

Current Assessment: [Describe your current assessment]
Course: [Course name]
Class Size: [Small/Medium/Large]
Learning Outcomes: [What should the assessment measure?]
Constraints: [Time, technology, TA support available]

Please suggest:

1. Three Alternative Assessment Designs
   - Description of each approach
   - How it maintains the same learning outcomes
   - What makes it resistant to AI misuse
   - Practical implementation steps
   - Estimated time/resource requirements
   - Potential challenges and solutions

2. Hybrid Approach
   - How to combine AI-assisted preparation with AI-resistant demonstration of learning

3. Academic Integrity Statement
   - Clear policy language for the syllabus about AI use

Do NOT include rubric criteria yet—I will develop those separately after selecting my assessment design.

Now I need a rubric for the AI-resistant assessment I've selected.

Assessment description:
[Paste or describe the assessment design you selected from Step 1]

Learning outcomes assessed:
[Paste the relevant learning outcomes]

Please create an analytic rubric with:
1. 4-5 criteria aligned with the learning outcomes
2. 4 performance levels (Exemplary, Proficient, Developing, Beginning)
3. Specific, distinct, and observable descriptors (avoid vague terms like "appropriate" or "good")
4. Clear distinctions between adjacent levels
5. Suggested point values or weighting

Format as a table with criteria in rows and levels in columns.

Review my assessment against my learning outcomes for alignment.

My learning outcomes:
[Paste all your course learning outcomes]

My AI-resistant assessment:
[Paste your finalized assessment description]

My rubric criteria:
[Paste your rubric criteria]

Please check:
1. Are there any learning outcomes not adequately assessed by this assessment?
2. Are there any rubric criteria that don't connect to a stated learning outcome?
3. Does the assessment require students to demonstrate the cognitive level specified in the outcomes (e.g., if the outcome says "evaluate," does the task actually require evaluation)?
4. Suggest any adjustments to improve alignment.

Help me design an assessment where students work WITH AI as a tool.

Course: [Course name]
Learning Outcomes: [What should students demonstrate?]
AI Role: [Research assistant/First draft generator/Thinking partner/Other]
Class Size: [Number of students]

Please provide:

1. Assessment Description
   - What students will do
   - How AI is incorporated
   - What students must do independently

2. Transparency Requirements
   - How students document AI use
   - What they must submit (prompts, outputs, reflections)

3. Academic Integrity Guidelines
   - Clear policy for this specific assignment
   - What constitutes appropriate vs. inappropriate AI use

4. Student Instructions
   - Step-by-step process
   - Examples of good AI integration

Do NOT include rubric criteria yet—I will develop those separately after refining the assessment design.

Now I need a rubric for my AI-integrated assessment.

Assessment description:
[Paste your finalized assessment design from Step 1]

Learning outcomes assessed:
[Paste the relevant learning outcomes]

Please create an analytic rubric with 4-5 criteria and 4 performance levels (Exemplary, Proficient, Developing, Beginning).

The rubric must specifically assess what the STUDENT contributes beyond AI output. Include criteria such as:
- Critical evaluation of AI output (identifying errors, gaps, or bias)
- Quality of human improvements and original analysis
- Effective AI prompting and iteration
- Reflection on the AI collaboration process
- Content accuracy and depth of understanding

Use specific, distinct, and observable descriptors. Format as a table.

Review my AI-integrated assessment against my learning outcomes for alignment.

My learning outcomes:
[Paste all your course learning outcomes]

My AI-integrated assessment:
[Paste your finalized assessment description]

My rubric criteria:
[Paste your rubric criteria]

Please check:
1. Are there any learning outcomes not adequately assessed by this assessment?
2. Are there any rubric criteria that don't connect to a stated learning outcome?
3. Does the assessment require students to demonstrate the cognitive level specified in the outcomes (e.g., if the outcome says "evaluate," does the task actually require evaluation)?
4. Are the AI-related criteria (prompting quality, critical evaluation of output) aligned with outcomes about AI literacy or critical thinking?
5. Suggest any adjustments to improve alignment.

Generate reflection questions for students who used AI in their assignment.

Assignment Type: [Description of the assignment]
AI Tasks: [What students used AI for]

Create 8-10 reflection questions covering:

1. Process Documentation
   - What prompts did you use? How did you refine them?
   - What worked well? What didn't?

2. Critical Evaluation
   - How did you evaluate the AI's output?
   - What errors or limitations did you identify?

3. Human Contribution
   - What did YOU add that the AI couldn't?
   - How did you improve upon the AI's work?

4. Learning Insights
   - What did you learn about working with AI?
   - How might you use AI differently next time?

5. Professional Application
   - How might this skill transfer to your career?
   - What are the ethical considerations?

Help me design an authentic performance task for my [Course Name] course.

Learning outcomes to assess:
[Paste 2-3 learning outcomes from Module 2]

Course context: [Level, student background]

Using the GRASPS framework, suggest specific details for each element:
- Goal: What is the student trying to accomplish?
- Role: What discipline-specific role does the student take on? (e.g., consultant, researcher, practitioner—not just "student")
- Audience: Who is the authentic audience, and what do they need from the product?
- Situation: What is the realistic scenario, including constraints such as time limits, budget, incomplete data, or competing priorities?
- Product: What will students create or perform? The product should serve a clear purpose for the audience.
- Standards: What criteria define success?

Additionally, the task must:
- Require students to justify a claim, recommendation, or position (not just describe or summarize)
- Include at least one realistic constraint (time, resources, uncertainty, or ethical tension)
- Be completable in [timeframe]

Discipline: [Your discipline/field—this helps AI generate field-appropriate scenarios]

Please present each GRASPS element with 2-3 options so I can choose what fits my course.

Based on the GRASPS elements we just developed, please write the complete performance task description as students would see it.

Include:
1. A clear, engaging scenario with the discipline-specific role and situation
2. Specific requirements for the deliverable and its purpose for the audience
3. Realistic constraints (time, resources, data limitations, or other boundaries)
4. A clear requirement for students to justify, defend, or argue a position
5. How the task connects to the learning outcomes

Write in a professional but student-friendly tone.

I need to build a rubric for this performance task:

[Paste your performance task from Activity 1]

Learning outcomes assessed:
[Paste the relevant learning outcomes]

Please suggest 4-5 rubric criteria that:
1. Are aligned with the learning outcomes and the standards for high-quality performance identified in the GRASPS task
2. Each capture a distinct, assessable dimension of quality
3. Are written in student-friendly language

For each criterion, briefly explain why it matters and what aspect of the task it evaluates. Do NOT generate full descriptors yet—just the criteria and their rationale.

Using the criteria we confirmed, please generate a complete rubric.

Confirmed criteria:
[List your final criteria, adjusted from Step A]

For each criterion, create 4 performance levels (Exemplary, Proficient, Developing, Beginning) with:
- Specific, distinct, and observable descriptors (not vague terms like "appropriate" or "good")
- Clear distinctions between adjacent levels
- Language that tells students exactly what to aim for

Format as a table with criteria in rows and levels in columns.
After the rubric, suggest how to weight each criterion.

I am designing supporting assessments for my course. I have already designed performance-based assessments, so I need to fill in the gaps with smaller assessments that check progress along the way.

Course: [Course Name]
Duration: [e.g., 15 weeks]
Main performance task: [Brief description]

Here is my outcome-to-assessment mapping. I have noted which outcomes are already covered by my performance task and which still need supporting assessments:

[Paste your mapping from Step 2, e.g.:
- Outcome 1: "Analyze X" — Covered by performance task; no additional assessment needed
- Outcome 2: "Explain Y" — Needs a supporting assessment (foundational knowledge check)
- Outcome 3: "Apply Z" — Covered by performance task, but would benefit from a mid-point progress check
- Outcome 4: "Identify W" — Needs a supporting assessment (formative check)]

Based on this mapping, please suggest supporting assessments ONLY for the outcomes that need them. For each suggested assessment, provide:
- Which outcome(s) it addresses
- Suggested format (quiz, formative check, homework, discussion, etc.)
- When in the course it should occur
- How it scaffolds toward the performance task

Do NOT suggest assessments for outcomes that are already well-covered by the performance task. Do NOT develop detailed specifications yet—just the overall plan so I can decide which assessments to keep.

From the assessment plan, I'd like to develop these specific assessments in detail:

[List the 2-3 assessments you selected from Step A]

For each one, please provide:
1. Clear instructions as students would see them
2. Specific questions, tasks, or prompts included
3. Grading approach (points, completion-based, rubric)
4. How it scaffolds toward the major performance task
5. Estimated time to complete