Inside Oxford's AI Competency Centre: Rethinking Assessment and Authorship

What does authorship mean when AI can help us turn our ideas into polished academic writing? And how should universities rethink assessment as those tools become part of everyday life? In this episode, we're joined by Kelly Webb-Davies, Lead Education AI Consultant at the University of Oxford's AI Competency Centre, to explore how Oxford is approaching AI across the institution, from providing tools and training staff and students to building AI capability responsibly. Kelly takes us on her journey in teaching and learning, and challenges some fundamental assumptions about language, writing and authorship. Drawing on her background in linguistics and education, she argues that we need to distinguish between a student's intellectual contribution and the language used to express it. Along the way, we discuss AI detection, linguistic equity, cognitive engagement, oral assessment and why universities may need to rethink what they're actually trying to assess.

Further Reading from Kelly:

Kelly's VFWA Assessment Model https://kellywebbdavies.com/vfwa/

Kelly's DETAP framework https://kellywebbdavies.com/detap/

The AI Inherent Risk Scale (AIIRS) Framework, from Kelly, Dr Mark Bassett and Ella Wicks https://aiirs.ai/

Further reading from other sources:

Kelly talked about the ICAP Framework from ASU https://icap.education.asu.edu/

When talking about writing in your voice, Kelly mentioned Kane Murdoch's blog, which is at https://www.guerillawarfare.net/

And Dan mentioned Sharon Oviatt's book, The Design of Future Educational Interfaces https://www.researchgate.net/publication/286180010_The_Design_of_Future_Educational_Interfaces