Examining the Exam: Reimagining Assessment and Harnessing the Power of AI in Teaching and Learning
Examining the Exam: Reimagining Assessment and Harnessing the Power of AI in Teaching and Learning
Matthew Metzgar
Dr. Matthew Metzgar, Clinical Professor of Economics at the Belk College of Business, has become an avid explorer of artificial intelligence—a field that is reshaping both academia and industry. Over the past several months, he has immersed himself in a journey of self-discovery, meticulously examining how AI can be harnessed to enhance teaching and research.
Dr. Metzgar categorizes himself as an experimenter, one who had dabbled in various language models and AI programs to uncover their true potential. His early interactions were marked by curiosity and cautious optimism as he navigated through a landscape full of promises and pitfalls. He was determined to find out which aspects of AI held the most value, not only for his own work but also for his students.
Dr. Metzgar discovered that exam scores were rising and completion times were falling—a clear indicator that many of his students were turning to AI tools such as ChatGPT for assistance. A survey confirmed his suspicions: nearly 80% of his students admitted to using these tools. Faced with this revelation, he was forced to make a critical decision about the future of his courses. Rather than resisting change, he chose to embrace it and integrate AI into his teaching methods.
In redesigning his curriculum, Dr. Metzgar recognized that traditional online exams were no longer effective assessments of student learning. Instead, he reimagined his coursework to include projects that mirrored real-world challenges. These assignments not only required a deeper level of critical analysis but also taught students how to use AI responsibly and effectively—an essential skill for the modern workplace. Beyond the classroom, Dr. Metzgar began to incorporate AI into his own research, employing it to draft abstracts and polish early drafts of academic papers. In this dual role, AI served as both an innovative teaching aid and a valuable research assistant.
Yet, the journey was not without its challenges. Dr. Metzgar encountered several hurdles along the way. One major issue was the occasional inaccuracy of AI-generated responses. On one occasion, when he submitted a mathematical problem, the AI produced an incorrect answer. Although it would eventually correct itself after being prompted, the experience reinforced the need for human oversight. Dr. Metzgar also
noted that while AI excels at processing textual information, it struggles to analyze documents with visual elements. This limitation is significant in fields where graphs, charts, and images are as crucial as the text itself.
Despite these challenges, Dr. Metzgar remains optimistic about the future of AI. He is particularly impressed by the rapid advancements in newer models, which are becoming increasingly powerful and reliable. He envisions a future where AI will continually evolve, prompting regular reevaluations of teaching assessments and research methodologies. For him, the integration of AI is not about replacing human expertise but about augmenting it—using technology to handle routine tasks while freeing up time for more complex and creative endeavors.
Dr. Metzgar firmly believes that learning how to work with AI is essential for students. In an era where technology is interwoven with every aspect of professional life, equipping students with the skills to use AI responsibly will prepare them for a future in which
these tools are ubiquitous. His proactive approach—transforming his curriculum and refining his research methods—illustrates a commitment to academic excellence and innovation.
In summary, Dr. Matthew Metzgar’s journey with AI is a testament to the transformative potential of technology in education and research. His willingness to experiment, adapt, and overcome challenges has not only enriched his own understanding but also paved the way for his students to thrive in an increasingly digital world. His experience highlights the delicate balance between leveraging cutting-edge tools and maintaining rigorous, human-centered oversight—a balance that will define the future of academia.