Abstract:

The advent of generative artificial intelligence (GenAI) has had a significant impact on higher education in recent years, becoming a widely used tool for both faculty and students, but sometimes applied hastily and without much reflection. However, making the most of this technology requires a high level of critical thinking on the part of students, so that it does not simply become a tool for generating and copying information, but rather adds real value to the educational process, while ensuring that ethical standards are maintained.

This project involved the use of three assessment rubrics for three subjects related to the audiovisual environment in an Advertising and Public Relations degree course, which served to encourage students to reflect and be transparent about their sources and information-gathering processes, the design of prompts, and aspects related to the ethics of GenAI. Subsequently, an anonymous survey of the students of the course, with 54 participants (43 who responded to the first part on the use of assessment rubrics and 27 who responded to the second part on GenAI), was used to measure the students' satisfaction with this procedure.

The preliminary results of this research show that a large proportion of students have used GenAI tools in the production of audiovisual works: specifically, 81.5% of the participants who responded to the second part of the survey (N=27). In this same group, nearly 74% say they feel only "somewhat" or "not very" informed about how to use GenAI ethically in an academic setting, while only 11.11% say they feel "very" informed. On the other hand, 70.37% believe that the assessment rubrics have been "somewhat" or "very" useful in promoting a more ethical and responsible use of GenAI, and 81.5% believe that it is necessary to include ethical use criteria in academic works (all percentages calculated based on N=27). Finally, 71.9% of participants who answered this question (N=32) believe that the use of assessment rubrics has contributed to fairer and more transparent evaluation.

The qualitative responses show that the assessment rubrics have primarily helped them to know how to cite the use of GenAI, as well as to understand how to exploit the potential of these tools and improve the results. In general, they believe that the use of GenAI helps them to improve their production processes, if it is "not overused". In this regard, participants indicated that they use GenAI as a support tool, but that they lead the creative and productive processes themselves.

Therefore, this research highlights the need to incorporate criteria related to GenAI into assessment processes, such as rubrics. This allows for an assessment of how students are using this technology, but more importantly, it can serve as an ethical and reflective guide so that students are able to use it responsibly, transparently, and ethically.

The main limitation of the study is the small number of survey responses. Future research is planned to replicate the data collection in the coming academic years, validate the assessment rubrics with experts and students, and expand the analysis to confirm how these tools can promote a more ethical and responsible use of AI, especially in assessment processes.

Keywords:

GenAI, assessment rubrics, ethical issues, audiovisual projects.