← 研踪 PaperTrailarXiv:2610.36413 · v1
When AI Can Build It, What Should We Assess? Rethinking Evidence of Engineering Competence
首次提交 2026-10-27 07:48
版本更新 2026-10-27 07:48
雷达观测 2026-10-29 00:35
摘要
Generative AI can produce code, tests, documentation, and technical explanations that resemble artefacts traditionally used as evidence of student competence, weakening the inference from artefact quality to the engineering capability behind it. We report the redesign and first deployment of a 13-week, AI-permissive, software-intensive engineering course in which students may delegate substantial work to AI while retaining responsibility for planning, verification, review, integration, and explanation. The redesign couples an engineering accountability workflow, which structures human-AI work and preserves human decision authority, with an assessment evidence architecture comprising six complementary channels: product, process/origin, verification, explanation, reflection, and individual assurance. A collect--cross-check--escalate (CCE) reasoning logic connects these channels rather than treating any single artefact or trace as sufficient evidence of competence. By the end of Week 11, the deployment involved 87 students organised into 17 teams, with 957 individual weekly Git repositories and 34 group-project Git repositories supporting repeated assessment and engineering activity. The first deployment yielded four practical lessons: AI assistance changes where rubric criteria carry evidential weight; multiple evidence channels require deliberate cross-checking and meaningful complementarity; the evidential strength realised in practice may differ from that intended in the assessment design; and automation scales evidence collection more readily than interpretation. The contribution is a conceptually grounded, deployed design for making engineering responsibility and competence more visible when AI can perform substantial artefact production.
作者备注：11 pages, 1 figure, 4 tables
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v1 · 2026-10-27 07:48 · 最新观测版本
When AI Can Build It, What Should We Assess? Rethinking Evidence of Engineering Competence
Generative AI can produce code, tests, documentation, and technical explanations that resemble artefacts traditionally used as evidence of student competence, weakening the inference from artefact quality to the engineering capability behind it. We report the redesign and first deployment of a 13-week, AI-permissive, software-intensive engineering course in which students may delegate substantial work to AI while retaining responsibility for planning, verification, review, integration, and explanation. The redesign couples an engineering accountability workflow, which structures human-AI work and preserves human decision authority, with an assessment evidence architecture comprising six complementary channels: product, process/origin, verification, explanation, reflection, and individual assurance. A collect--cross-check--escalate (CCE) reasoning logic connects these channels rather than treating any single artefact or trace as sufficient evidence of competence. By the end of Week 11, the deployment involved 87 students organised into 17 teams, with 957 individual weekly Git repositories and 34 group-project Git repositories supporting repeated assessment and engineering activity. The first deployment yielded four practical lessons: AI assistance changes where rubric criteria carry evidential weight; multiple evidence channels require deliberate cross-checking and meaningful complementarity; the evidential strength realised in practice may differ from that intended in the assessment design; and automation scales evidence collection more readily than interpretation. The contribution is a conceptually grounded, deployed design for making engineering responsibility and competence more visible when AI can perform substantial artefact production.
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