<scp>ChatGPT</scp> 's Performance Evaluation in Spreadsheets Modelling to Inform Assessments Redesign

ABSTRACT Background Increasingly, students are using ChatGPT to assist them in learning and even completing their assessments, raising concerns of academic integrity and loss of critical thinking skills. Many articles suggested educators redesign assessments that are more ‘Generative‐AI‐resistant’ and to focus on assessing students on higher order thinking skills. However, there is a lack of articles that attempt to quantify assessments at different cognitive levels to provide empirical study insights on ChatGPT's performance at different levels, which will affect how educators redesign their assessments. Objectives Educators need new information on how well ChatGPT performs to redesign future assessments to assess their students in this new paradigm. This paper attempts to fill the gap in empirical research by using spreadsheet modelling assessments, tested using four different prompt engineering settings, to provide new knowledge to support assessment redesign. Our proposed methodology can be applied to other course modules for educators to achieve their respective insights for future assessment designs and actions. Methods We evaluated the performance of ChatGPT 3.5 on solving spreadsheets modelling assessment questions with multiple linked test items categorised according to the revised Bloom's taxonomy. We tested and compared the accuracy performance using four different prompt engineering settings namely Zero‐Shot‐Baseline (ZSB), Zero‐Shot‐Chain‐of‐Thought (ZSCoT), One‐Shot (OS), and One‐Shot‐Chain‐of‐Thought (OSCoT), to establish how well ChatGPT 3.5 tackled technical questions of different cognitive learning levels for each prompt setting, and which prompt setting will be effective in enhancing ChatGPT's performance for questions at each level. Results We found that ChatGPT 3.5 was good up to Level 3 of the revised Bloom's taxonomy using ZSB, and its accuracy decreased as the cognitive level increased. From Level 4 onwards, it did not perform as well, committing many mistakes. ZSCoT would achieve modest improvements up to Level 5, making it a possible concern for instructors. OS would achieve very significant improvements for Levels 3 and 4, while OSCoT would be needed to achieve very significant improvement for Level 5. None of the prompts tested was able to improve the response quality for level 6. Conclusions We concluded that educators must be cognizant of ChatGPT's performance for different cognitive level questions, and the enhanced performance from using suitable prompts. To develop students' critical thinking abilities, we provided four recommendations for assessment redesign which aim to mitigate the negative impact on student learning and leverage it to enhance learning, considering ChatGPT's performance at different cognitive levels.