A standard students meet, set by their educator.
Validate asks the student to demonstrate command of their own work, against a standard the educator set. No percentage is produced for anyone to interpret.
The standard has three parts
That you wrote it.
The submitted work is the student's own.
That you can show you understand it.
The student can demonstrate command of what the work contains.
That it's continuous with your own writing.
The work sits alongside the student's other writing rather than apart from it.
The educator sets the terms
Two decisions, made by the person who designed the assessment.
1. How much AI the educator has designed into the task.
The educator selects the AI Use Level from the five design levels of the Artificial Intelligence Assessment Scale (AIAS), from assessments where no AI use is permitted through to assessments that require it. Based on the Artificial Intelligence Assessment Scale (AIAS), developed by Perkins, Furze, Roe and MacVaugh.
2. How much weight this assessment should carry, for its lane or other importance.
A reflective journal and a final-year dissertation shouldn't carry the same bar. The educator sets how much demonstration is enough for this particular piece of work.
Chosen per assessment, by the educator who set it.
No verdict is ever produced
There are two outcomes.
Where the standard is met, that's recorded and everyone moves on.
Where it isn't yet established, the work goes to the educator with the contributing factors shown, so they can tell a near-miss from something that came nowhere close.
Studiosity makes no claim about what the student did. That judgement is the educator's, and it always was.
Everyone goes through it
In an assessment where it's switched on, every student takes part. Nobody is selected, nobody is singled out, and taking part is an equal experience.
Everyone in the assessment, on the same footing. No one is singled out by taking part.
How it differs from scoring tools
| Tools that return a score | Validate |
|---|---|
| Return a probability score | Establishes whether a standard was met |
| Produce a claim about the student | Produces no claim about the student, ever |
| Applied when someone is suspicious | Applied to everyone in the assessment |
| Leave the educator to interpret a number | Give the educator the contributing factors; the judgement stays with them |