Manuscript received April 16, 2024; revised August 20, 2024; accepted September 26, 2024; published February 17, 2025
Abstract—Even while Artificial Intelligence (AI) has long been a part of our lives, it has recently received more attention thanks to the Chat Generative Pre-Trained Transformer (ChatGPT) introduction. Since its launch in November 2022, writers have discussed its advantages and disadvantages for society. Considering the various applications of this easily accessible instrument, a significant discussion centres on how it affects learning and the academic setting. This paper discusses using ChatGPT for project-based assessments in online teacher education. Therefore, this paper aims to guide lecturers using ChatGPT to challenge students in learning and developing critical thinking abilities through various project-based evaluation methods. The constructivist paradigm was used in this exploratory case study to assess lecturers’ preparedness for project-based assessment, aligning with a qualitative approach. Twelve lecturers with at least five years of Open and Distance e-learning (ODeL) experience were purposefully selected, and data was gathered via e-mail questionnaires focused on project-based assessment. Inductive analysis, a qualitative researcher synthesising and making sense of the data, was used to evaluate the questionnaire-transcribed data. Assessment is a necessary teaching skill, one of the most important critical aspects of teacher preparation. More emphasis on project-based evaluations that emphasise knowledge application should replace traditional, memorisation-based exams. Through project-based learning, students can show that they can apply what they have learned and engage in critical and creative thinking. Findings reveal that academic institutions and individual scholars must prioritise exploring AI technology, such as ChatGPT, and its implications within educational contexts. Moreover, project-based assessments are highly effective in fostering critical and creative thinking. These assessments encourage students to solve problems, collaborate, and apply theoretical knowledge to real-world scenarios. However, many students lack proficiency in project-based skills and struggle to apply knowledge from traditional resources to develop new ideas. Academic institutions should incorporate generative AI technology alongside project-based learning methodologies to prepare students for the rapidly evolving workplace. This approach promotes creative and critical thinking, collaboration, and the practical application of knowledge.
Keywords—artificial intelligence, ChatGPT, critical thinking skills, online assessment, project-based assessment, teacher training
Cite: Elize du Plessis, "Embracing Project-Based Assessments in the Age of AI in Open Distance e-Learning," International Journal of Information and Education Technology, vol. 15, no. 2, pp. 372-381, 2025.