Teaching of Psychology, Ahead of Print.
BackgroundWith the arrival of generative artificial intelligence (genAI) tools, psychology educators are rethinking their assessment practices.ObjectiveThis paper describes one approach to integrating genAI into an assessment designed to promote psychological literacy.MethodStudents used ChatGPT to generate a media release about a published article and then wrote a critique. We evaluated whether students were able to use the marking rubric to assess the ChatGPT output, and whether working with the rubric early in the assessment process had benefits for their grades on subsequent tasks.ResultsThe results show that students accurately assessed the ChatGPT output against the marking rubric, judging the output to be stylistically good but lacking in accurate coverage of the aims, methods, and results of the research. Working with genAI and the marking rubric early in the assessment process had benefits for performance, relative to cohorts that had engaged in peer review.ConclusionBy allowing students to use genAI and scaffolding the process of critiquing and revising, students gained competencies in psychological, feedback, and AI literacies.Teaching implicationsIntegrating genAI presents opportunities for learning, if educators can think beyond the artifact and design assessment that allows our students to showcase their learning process.