The first provocation by Dr. Nieminen considers how our approach to assessment needs to change fundamentally in ChatGPT times. In higher education, rather than solely focusing on easily measurable skills, assessment should now focus increasingly on human capabilities, such as problem-solving, critical thinking, and creativity. This necessarily requires us to shift our focus in assessment from course learning outcomes to programme learning outcomes.

The second provocation by Prof. Carless aims to stimulate thinking at the interface of automated feedback practices and educational research on effective feedback. What are potential synergies between automated feedback and state-of-the-art feedback principles? What student and teacher feedback literacies enable productive use of automated feedback opportunities?
 

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