Assessment of Geographic Competencies Enabling Student use of Generative AI
DOI:
https://doi.org/10.14198/ijd.28999Keywords:
Geographic education, Competence-based teaching, Geographic thinking, Geotechnologies, Spatial competence, Digital Competence, Geographic Artificial Intelligence (GeoAI)Abstract
Recently, massive accessibility to generative AI applications has been achieved, which has generated some alarm in the educational field due to its potential risk of plagiarism and self-correction of assessable activities. It is suggested to overcome this alarm by citing the encyclopedic nature of the answers generated by AI, which is contradictory to the type of knowledge (competence-based), requested in the current information and knowledge society and present in the latest educational curricula. It is therefore proposed to adapt the assessment tasks to the development of a competence framework, so that they cannot be solved directly by an AI. The competence framework of geospatial thinking is detailed, and it is justified how the tasks can be configured so that the students must interpret and make relationships of the information provided by the answers they can obtain from AI. It is also exemplified how AI (geoAI, text, images...) can be conceived as a complement to geotechnologies, with a certain tradition of teaching use in geographic education. It concludes with a call to embrace the student use of AI by adapting assessment tasks to a competency framework, in this case of geographical thinking.
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