Critically assess ChatGPT

Name: Critically assess ChatGPT
SKU: 2576
Availability: InStock
Rating: 5.00 (1 reviews)

Rated 5.00 out of 5 based on 1 customer rating

£0.00

The activity is utilised as a multi-week project, typically embedded on the modules as part of the formative assessment and has been embedded on various modules at both undergraduate and postgraduate level. The activity is designed to recognise that the majority of students will engage with ChatGPT and relying on university software to detect and penalise this is rather redundant. Rather, the activity aims to demonstrate to students the deficit of such large language modules and that they cannot hit the higher mark thresholds with such technology as it is largely erroneous/ unable to engage in critical thought. As such…

Category: Uncategorised

Description

Tried and tested (used and developed over three academic years or more)

Time duration: 2-3 weeks (usually started the week prior to reading week and culminating the week after reading week)

Student level: Any but primarily used on level 6 and 7.

Preparation time before class: 5 minutes

Additional materials or equipment needed: Access to ChatGPT and Library gateway

Other general tips/advice:

Do not tell students anything about the next stage of the process until the next stage begins.
This feels counterintuitive as you are teaching the whole cohort to use AI. They use it anyway so just roll with it! Modules this has been used on have been a lower rates of AI in their summative assessments.

Additional information

Contributor	Name: Ben Colliver and Craig Kelly Job role: Associate Professor in Criminology Email address: Ben.colliver@bcu.ac.uk, Craig.Kelly@bcu.ac.uk
Keywords	artificial intelligence, reading skills, critical thinking

1 review for Critically assess ChatGPT

Rated 5 out of 5

Piers Von-Berg – 10 December 2025

Thanks very much for this recipe. I used the core idea of comparing and contrasting material from journals and from a LLM side-by-side in our new skills module on our Masters. It made a huge amount of sense to the students because they could see for themselves the limitations and pitfalls. This led to a productive discussion on the uses of AI for research and writing. We will continue to develop AI literacy on the course and I will come back to this recipe again to see what else we can incorporate.