Experts Tackle ChatGPT Use in Education

The expert group on ChatGPT and other digital aids has delivered recommendations to the Minister for Children and Education on how exams can be organized in light of digital developments. The purpose of exams is to evaluate the results of many years of education, and the expert group is focused on ensuring that learning remains the focus. Therefore, they emphasize the connection between teaching and exams.

The group points out that the possibility of students using ChatGPT and other digital tools for written work could lead to suspicions about the students. This could be detrimental to the student-teacher relationship, as there could be a shift in focus towards cheating and its investigation rather than learning.
The group's view is that, on the one hand, children and young people should learn to use digital aids appropriately. On the other hand, they need to develop their fundamental skills and competencies independently. Hence, the group suggests testing both aspects – students' use of digital tools and their essential skills and competencies.

Their final recommendations will be released in March 2024, and they believe fundamental changes to the exams by summer 2024 are not feasible. Therefore, they have proposed two preliminary overarching recommendations:

Recommendation 1: Exams Should Be Protected and Developed

The expert group believes that artificial intelligence necessitates the development of many forms of examination. There is a need for exam formats where students must use and make decisions regarding artificial intelligence and formats where they must demonstrate basic skills and competencies without using aids. Therefore, new exam formats need to be developed in the long term, but until then, it is crucial to ensure the validity of existing exams.

The expert group will work towards their final recommendations in March 2024, focusing on what these new exam formats might look like. Specifically, leading up to the summer exams of 2024, the expert group recommends the following steps:

• a) Schools and institutions should revisit their practices for secure exam administration and supervision. This includes, for example, the local implementation of monitoring tools for written exams to ensure integrity and fairness.
• b) The Ministry for Children and Education should investigate whether it is possible to establish guiding system requirements for locally used IT monitoring tools. These tools should be capable of protecting against cheating, thereby contributing to ensuring a national standard for exam administration.
• c) The Ministry for Children and Education should prioritize already allocated experimental and development funds to explore the possibility of conducting exams in protected digital environments. In these environments, artificial intelligence and digital aids would not be usable, thus maintaining the integrity of the exams.

Recommendation 2: Students and Teachers Should Have Knowledge of Digital Technology

Artificial intelligence significantly impacts daily teaching, and teachers and students must discuss this development. There needs to be a general elevation of knowledge about digital technology, such as generative artificial intelligence and advanced language models. The expert group emphasizes the importance of continuous discussions within professional communities about appropriate work methods related to writing, including the responsible use of artificial intelligence, to prepare students for exams.

The expert group notes the government's proposal for teaching technology understanding in primary schools and supports this intention. This initiative should be extended to all educational programs under the Ministry for Children and Education, as everyone needs to understand and relate to technology. The group suggests that knowledge about technology and digitalization should be integrated with the future development of exams.

The expert group urges school and institution leaders to focus on this topic now. Specifically, in preparation for the summer exams of 2024, the expert group recommends that:

• d) Schools and institutions should focus on enhancing teachers' knowledge of digital technology, for instance, through presentations and discussions on the topic. This step aims to ensure that educators are well-informed and equipped to guide students in navigating the complexities of digital advancements in education.
• e) Schools and institutions should integrate knowledge about artificial intelligence and digital aids into their teaching and in joint events with students. This approach is intended to strengthen the relationship between students and teachers. It also aims to clarify how these new working methods contribute to academic rigor and help prevent cheating in exams. This integration ensures that teachers and students are on the same page regarding using and understanding digital technology in education.

The expert group on ChatGPT and other digital aids consists of the following members:

• Birgitte Vedersø - Independent Consultant
• Mikkel Aslak - Teacher at Marienhoffskolen and Consultant at VIA CFU
• Mette Andreasen - Teacher at International Business College
• Per Størup Lauridsen - Teacher at Odense Technical Gymnasium
• Inger Bo Augustinus - Teacher at AOF Center Fyn
• Hanne Leth Andersen - Rector at Roskilde University
• Jan Damsgaard - Professor at Copenhagen Business School
• Bent Meier Sørensen - Professor at Copenhagen Business School
• Tine Wirenfeldt Jensen - External Associate Guide at the University of Southern Denmark

Ekspertgruppen om ChatGPT og andre digitale hjælpemidler præsenterer foreløbige anbefalinger

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