Formative Assessments in the Age of AI: Evaluating Learning Outcomes in Engineering Mathematics
摘要
In 2022, the department introduced structured formative assessments into the Engineering Mathematics module to enhance student learning and exam readiness. Early implementation showed promising improvements in student engagement and performance. However, subsequent misuse of artificial intelligence (AI) platforms by students to complete these assessments raised concerns about authenticity and the actual learning achieved. This study explores the correlation between formative assessment scores and summative exam performance, focusing on the impact of AI use. Results reveal a growing discrepancy between formative success and summative outcomes, highlighting the urgent need to re-evaluate assessment strategies in technology-rich learning environments.