Paper Type
Complete
Paper Number
PACIS2025-1770
Description
In a very short space of time, GenAI has progressed from a technology widely viewed as potentially disruptive to higher education to one widely accepted. This paper addresses the implications of GenAI on assessment of GenAI in professional IS/IT programs and the benefits and risks for student learning. The first part examines the usage and perceptions of IS/IT students through focus groups. The second part examines existing assessment practices across a sample of professional IS programs. We find that IS students are savvy about GenAI, understand its limitations, and see it as a productivity tool. On the surface, it appears that many IS programs still rely on traditional summative assessment methods where use of GenAI by students may challenge assessment integrity and equity. This research highlights the potential for better formative and summative assessment methods, providing practical recommendations for IS/IT program designers and educators.
Recommended Citation
Hol, Ana; HAMILTON, MARGARET; Richardson, Joan; and McGovern, Jim, "Student Usage of GenAI and Assessment Practices in Professional IS/IT Programs" (2025). PACIS 2025 Proceedings. 7.
https://aisel.aisnet.org/pacis2025/is_education/is_education/7
Student Usage of GenAI and Assessment Practices in Professional IS/IT Programs
In a very short space of time, GenAI has progressed from a technology widely viewed as potentially disruptive to higher education to one widely accepted. This paper addresses the implications of GenAI on assessment of GenAI in professional IS/IT programs and the benefits and risks for student learning. The first part examines the usage and perceptions of IS/IT students through focus groups. The second part examines existing assessment practices across a sample of professional IS programs. We find that IS students are savvy about GenAI, understand its limitations, and see it as a productivity tool. On the surface, it appears that many IS programs still rely on traditional summative assessment methods where use of GenAI by students may challenge assessment integrity and equity. This research highlights the potential for better formative and summative assessment methods, providing practical recommendations for IS/IT program designers and educators.
Comments
e-Learning