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CheatGPT

blog.humphd.org

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31–40 of 544 posts

Re: CheatGPT

#31

Post by napolux »

sharperguy wrote: post #19
napolux wrote: post #5

Did a try with ChatGPT asking to write a react hook doing something really basic. Code was ok, as expected. I asked to write tests for it, code looked good but it won’t run for some act() errors. Then it was mocking network calls… After trying for a while I had to write tests myself

I tend to find it works best as a tool for generating situation specific examples rather than writing you entire code for you. Like when every stack overflow answer you find just doesn't fit because of one major difference in your situation, chatgpt often has you covered. Then you take the example code it gives you and adapt it to your actual codebase, testing to see if it works as expected as you go.

yep, i had the very same “stackoverflow dejavu” feeling

Re: CheatGPT

#32

Post by yamtaddle »

ford wrote: post #21

Perhaps this is another of the early (?) nails in the coffin for traditional higher education. If it becomes harder to assess if someone learned something (with a grade), the results of that assessment (GPA) become less valuable. Software has traditionally been at the forefront of allowing people with non-traditional backgrounds (bootcamps, other degrees, self-taught) to work in the highest echelon of jobs, because o…

I did most of a humanities degree in the early- to mid-'00s and the only courses that relied heavily on long-form out-of-class writing exercises for grades were in the actual language departments (English, foreign languages).

The rest were big on the occasional short quiz in-class to check understanding, and periodic "bluebook" exams that involved writing the equivalent of perhaps 3-5 total pages of typewritten material, by hand, in one class period, in person, in response to perhaps a half-dozen prompts. Basically a series of short, to-the-point essays. Not a ton of outside-of-class paper composition. I doubt they'd have trouble adjusting to remove those all but entirely.

Re: CheatGPT

#33

Post by deafpolygon »

The world has evolved, and higher education has not kept up with it. IT's time to stop giving trite and simplistic programming assignments to your student and make them work for it. Have them study set of online documentation and make the test about whether they can look up function calls and successfully assemble the information required to present a working solution.

Re: CheatGPT

#34

Post by sublinear »

sebzim4500 wrote: post #28
sublinear wrote: post #25

Earlier quoted context omitted.

A CS degree is not a "bootcamp" or any other form of vocational training. Also, there are criteria for the school to maintain accreditations, you know.

Then why are people paying hundreds of thousands of dollars for them?

To get an actual education instead of merely imitating whatever is trending on hacker news.

Re: CheatGPT

#35

Post by Gunnerhead »

Reading this, I’m glad I didn’t have access to ChatGPT and co when I was in school. I was lazy and always followed the path of least resistance, but I wanted good grades so that meant doing the home work by hand after my Google-fu failed.

Re: CheatGPT

#36

Post by yamtaddle »

paxys wrote: post #8

> Apparently, it's not even something students feel they need to hide. Which is good! If a bit of work is trivially accomplished by a machine, we should take it for granted and move on to the next layer of complexity. I have always maintained that teachers complaining about students cheating at homework assignments with AI need to instead work on providing better homework.

Creating the paper has never been the point of these things. The paper has no value at all, to anyone, as soon as the grade is issued.

Re: CheatGPT

#37

Post by agrippanux »

What ChatGPT (and its cousins) expose is that the way humans have been taught in most schools - memorizing and regurgitating information - is now a commodity.

What humans being to the table over ChatGPT is our ability to create new links between information, aka creativity. Teaching creativity, imo, will require a return to the methods like those of Sophocles and his contemporaries. I would rather this author be writing about how he is going to re-examine how he teaches rather than bemoaning that students can shortcut his current approach.

Re: CheatGPT

#38

Post by hutzlibu »

thfuran wrote: post #13
paxys wrote: post #8

> Apparently, it's not even something students feel they need to hide. Which is good! If a bit of work is trivially accomplished by a machine, we should take it for granted and move on to the next layer of complexity. I have always maintained that teachers complaining about students cheating at homework assignments with AI need to instead work on providing better homework.

The point of school work isn't to complete schoolwork, it's to learn.

If the point of school work is to prepare for life - then you should mainly learn, how to get a job done.

And if they want to teach special skills, like writing essays without computerhelp - then you can test that onsite.

Re: CheatGPT

#39

Post by barnabee »

It would be fantastic if large language models (or any of the nascent AI/machine learning tech.) finally kill off both assessment in education and copyright/IP protection.

What a wonderful future that would be. We can but hope.

Re: CheatGPT

#40

Post by DFHippie »

Der_Einzige wrote: post #20

"Cheating" is good. School teachers and professors should not be the arbiters of how much money you earn later in life, but they are based on their subjective assessment of you (via grades). Many do not realize the intensely adversarial relationship one is in with a teacher. You are not there to learn. You are there to get an A. In the case of social sciences, you support the ideas your professor espouses. In the cas…

The people you're cheating are not your professors but your peers. For better or for worse, grades are used to rank people and mete out further opportunities and benefits. The professors already have jobs.
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