SELS Dialogues Journal Volume 3 Issue 1

Educational Technology
• Use Images/Diagrams: Currently, ChatGPT3.5
does not accept images and therefore is incapable
of generating answers for questions that require
analysis of images. For example, instead of
asking “What condition could result in the plasma
portion of blood turning red once the blood is
fractionated?”, I showed a picture of fractionated
blood with the condition. In another instance,
I showed a graph that plots the result from an
experiment and asked questions about it. Without
the image, ChatGPT was unable to answer the
question.
• Applications: ChatGPT’s strength lies in its ability
to draw information from its vast knowledge
repository. It struggles with questions that require
deduction, inference or analysis beyond factual
recollection. It turns out, the MS questions on
my test were a mix of knowledge-based and
application-based questions. When I separated
the MS questions into these 2 categories, ChatGPT
failed 100% of the time with the MS application
questions (i.e. application questions with multiple
correct answers). It either misses some of the
correct answers or chooses incorrect ones.
This probably explains why the MS score was
somewhere between MC and application scores
from my initial testing. When I tested additional
application questions (with one correct answer)
from other assessments, ChatGPT consistently
scored around the low 60% range.
ChatGPT has proven itself to be a formidable tool
capable of answering my test questions with impressive
accuracy. While I have identified ways to reduce
ChatGPT’s performances, my goal is not to create a test
that ChatGPT will fail. If such a test exists, students will
likely perform poorly on it as well. I don’t think we should
be creating tests with the mindset that every student will
be using ChatGPT during the test, that scenario is highly
unlikely. Instead, what I learned from this exercise is to
look at my assessments from a different perspective.
Perhaps some of my test questions became obsolete
in the era of AI. More powerful versions of ChatGPT
are likely on their way, rather than working against it,
maybe the best way moving forward is to incorporate it
into my assessments. Maybe ask students to analyze
and evaluate its response in an application question or
maybe I can ask students to create test questions that
ChatGPT cannot answer. The best approach will likely
depend on the subject and the student demographic.
So…will ChatGPT get an A on YOUR test? Maybe it’s time
to find out.
Author’s Bio
Vincent teaches in the Pre-Health program. He
is interested in innovative ways to make learning
a fun experience for his students. His teaching
approach emphasizes on understanding rather
than memorizing. Vincent’s own passion for
science helps motivate students and ensures
they remain engaged during his class.
SELS DIALOGUES | 9