Faculty & Institution
- Faculty: Suzann Girtz
- Institution: Gonzaga University
- EPP area / program: Secondary teacher preparation; classroom assessment
Course Information
- Course title: EDTE 315: Classroom Assessment (Secondary)
- Student population: Undergraduate juniors across Spanish, math, English, social studies, and physical education certification areas
- Course duration: Semester
- Implementation timing: Spring 2026 semester
AI Integration Overview
- Use case title: AI-Generated Assessment Materials for Equity-Centered Analysis and Redesign
- AI role: Instructor-facing material generator and feedback support; object of student critique
- AI tools used: Generative AI / Colleague AI, as named in submitted files
- Purpose: Create assessment and feedback materials for students to analyze and revise, while prompting discussion about the quality, limits, and emotional impact of AI-supported feedback.
Activity / Task Description
Girtz planned to revise one or more existing assignments: Grading and Feedback Analysis, Equity Centered Assessment Redesign, and Disciplinary Performance Task. The submitted materials include AI-generated or AI-supported assessment examples, a redesign task, UDL refresher notes, grading/feedback analysis materials, and a disciplinary performance task. In the equity-centered redesign task, students redesign assessments to remove unnecessary barriers while maintaining the learning goal and rigor.
Do / Do-Not Guidance
- Documented do’s: Connect AI tools with the emotions students experience around assessment and feedback; use instructor practice transparently as a model; treat AI use as context-dependent.
- Documented do-nots: Do not hide the instructor’s own AI use; do not assume one AI rule works for every person, task, or circumstance.
Evidence & Reflections
Girtz emphasized that independent thinking should come first and that AI can be appropriate only as “Robin,” not as the lead thinker. She reported that AI integration added depth and specificity to course materials, but attributed the quality to an experienced educator knowing what to ask for and having done the thinking before using the tool.
Materials Reviewed
- _Colleague AI deliverable, overview – GIRTZ.docx
- Design Memo UW AI Collab – GIRTZ.docx
- _Assessment – Equity Centered Assessment Redesign.docx
- Assessment – GRADING AND FEEDBACK ANALYSIS.docx
- Assessment – DISCIPLINARY PERFORMANCE TASK.docx
- Assessment Spring 2026 syllabus – GIRTZ.docx
Library Tags
- EPP area: Classroom assessment
- AI integration type: Assessment-material generation, feedback analysis, equity-centered redesign
- Student population: Undergraduate preservice secondary teacher candidates
- Implementation scale: Assignment/station set within a semester course
- Materials available: Design memo, assignment materials, syllabus, deliverable form