Assessment Item 2 – AI-assisted Critical Reading Review

Assessment Task

Step 1:
Choose a reading from the following list and put your name next. ISL355 students should first finish choosing readings from the ISL355 reading list (Column C). If they are all taken, you can consider selecting a reading from Asma Afzaliurddin’s edited volume.

• Reading Spreadsheet

Step 2:
Find the reading from Resources >> Resources and Readings (Leganto), and download it.

• Assigned Reading (Example)

Step 3:
Considering the critical reading question in column F, generate an AI-generated critical review. You are welcome to use any AI tool and make it explicit which tool is used to generate the critical review of the article.

• AI-generated critique of the reading (Example)

Step 4:
a. Unpack the raised points in the AI-generated critical review.
b. Evaluate and critique the AI-generated critique.
c. Enrich the AI-generated critique by adding your own critiques.

Use the text in the example as a starter for (a), (b) and (c):

• Student reading paper on the AI-generated critique (Example)

Step 5:
Write up your additions (Step 4) by including the AI-generated reading and findings that will help you contextualize and complement your work.

Examples:

• AI-generated readings for this particular sample

• Rohinton Mistry, "Squatter," in Asma Afzaliurddin, ed., Hermeneutics and the Reader: Essays in Interpretation (Journal of Intercultural Studies 21, no. 2 (2010), p. 138–56).

Step 3:
Considering the critical reading question in column F, generate an AI-generated critical review. You are welcome to use any AI tool and make it explicit which tool is used to generate the critical review of the article.

• AI-generated critique of the reading (Example)

Step 4:
a. Unpack the raised points in the AI-generated critical review
b. Evaluate and critique the AI-generated critique
c. Enrich the AI-generated critique by adding your own critiques

See the read text in the example as a starter for (a), (b) and (c) items:

• Student working paper on the AI-generated critique (Example)

Step 5:
Compose your additions (Step 4) by including the:
a. bio of the author and
b. one additional reading that will help you contextualize and complement your work in Step 4.

Assessment Approach and Process 

The academic mentor guided the student through a step-by-step process to achieve the assessment's learning objectives

Step 1: Selection and AI Critique

First, the student was guided to select a reading from the provided list, which was a crucial first step in the assessment. The mentor helped the student navigate the spreadsheet to choose an available reading and then locate it in the university's resource portal. Once the reading was secured, the next task was to generate an initial critique. The mentor advised the student to use a readily available AI tool (like ChatGPT or Google Gemini) to generate a critical review of the chosen article, based on a specific question provided in the reading list. This step emphasized the use of AI as a starting point, not a final product.

Step 2: Unpacking and Critiquing the AI's Output

The mentor's guidance then shifted to the core of the assessment: unpacking and evaluating the AI-generated critique. This was a multi-part process:

• Unpacking: The student was first instructed to break down the AI's critique into its constituent parts. This involved identifying the main arguments, assumptions, and points raised by the AI. The mentor explained that this step was essential to understanding the AI's "thought process" and its limitations.

• Evaluating and Critiquing: Next, the student was taught to critically evaluate the AI's work. The mentor prompted the student to question the AI's accuracy, logical coherence, and depth of analysis. For example, did the AI miss key nuances? Did it make superficial connections? Was its understanding of the text sound? This section of the assessment tested the student's ability to engage in high-level critical thinking, a skill that an AI cannot replicate. The mentor stressed that this was the most important part of the assessment.

• Enriching: Finally, the student was guided to enrich the critique with their own insights. This involved adding original arguments, counterpoints, or deeper contextual analysis that the AI missed. The mentor encouraged the student to draw on their own understanding of the subject matter to add value beyond the AI's capabilities.

Step 3: Contextualization and Final Write-up

The last stage involved building the final 2,000-word paper. The mentor guided the student on how to contextualize their work by incorporating two additional elements:

• Author's Biography: The student was instructed to research and include a brief biography of the author of the chosen reading. This was to help the student understand the author's background, academic position, and potential biases, adding a layer of sophisticated analysis to their critique.

• Additional Reading: The student was also required to find and incorporate one additional academic reading that complemented or provided a contrasting perspective to the original text. This demonstrated the student's ability to engage with scholarly conversations and integrate multiple sources into their argument, moving beyond a single text.

The final deliverable was a comprehensive paper that began with the AI's critique, followed by the student's detailed unpacking, evaluation, and enrichment, concluding with the added biographical and contextual information.

Learning Objectives Achieved 

This assessment structure covered several important learning objectives:

• Critical Thinking and Reading: Students learned to move beyond a passive reading of texts to a more active and critical analysis.

• AI Literacy: The assessment trained students to use AI tools responsibly and ethically, viewing them as aids for brainstorming and drafting rather than as substitutes for their own intellectual work. It highlighted the importance of human oversight and critical evaluation of AI-generated content.

• Research and Synthesis Skills: By requiring additional readings and author information, the assessment pushed students to engage in broader research and synthesize information from multiple sources to form a coherent argument.

• Academic Writing and Structure: The step-by-step process taught students how to structure a complex academic paper, beginning with an initial prompt and building upon it with successive layers of analysis and evidence.

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