Final Assessment

AI for Arts and Humanities — Final Assessment

Scenario-based questions drawn from across all eight modules. Pass mark 75%. Attempt again after focused revision if needed.

1. An AI answer provides a confident historical quotation with a citation. Before using it in class, the teacher must:

Trace it to a real primary or secondary document; if it cannot be traced, do not use it.Use it — a citation means the quotation is real.Ask the AI to confirm it is accurate.Use it if it fits the lesson well.

2. A grammar explanation from AI reads fluently and confidently. What does that indicate about its accuracy?

Nothing — fluent AI can still be wrong; verify against a reference.It is reliable because it is confident.It is accurate if it is detailed.It is correct for common grammar only.

3. An AI-written debate argument is very persuasive but cites no sources. Students should conclude that:

It is unsupported until evidence is found and verified — persuasiveness is not proof.It is strong because it is well written.It must be true or the AI would not say it.Sources are optional in debate.

4. AI presents an unsupported fringe claim as one of 'two equal sides' of a settled factual question. This is:

False equivalence — the teacher should weight claims by evidence.Balanced teaching that must be preserved.A valid perspective like any other.Required for fair debate.

5. Which is the safest, most useful role for AI when a teacher wants students' original creative writing?

A brainstorming and feedback partner — students do the actual writing.A ghostwriter that produces the final story.A tool to imitate a living author's exact style.A grader that scores creativity automatically.

6. To teach source literacy, students verify an online claim. Which process is correct?

Lateral reading — investigate the source and find independent coverage before trusting it.Read the page carefully top to bottom and trust its own claims.Ask an AI whether the claim is true.Trust it if the website looks professional.

7. A teacher wants students to analyse an artwork with AI help. What is the key distinction to teach?

Observation (what is visibly there) versus interpretation (what it might mean).Whether the artwork is famous or not.Whether AI likes the artwork.The market price of the artwork.

8. An AI-generated humanities passage centres one dominant narrative and omits several communities. This is:

Representation bias — restore the missing perspectives from authoritative sources.Acceptable because it is concise.Unavoidable and not the teacher's concern.A sign the passage is neutral.

9. When can a teacher paste a student's identifiable essay into an AI tool for feedback?

Never — describe the pattern anonymously instead; identifiable work must not be uploaded.Whenever it saves time.If the student's name is at the bottom only.For essays but not exams.

10. To assess a humanities project fairly in the age of AI, the strongest evidence of learning is:

Process evidence — drafts, source commentary and an oral defence of reasoning.The polish of the final submitted product.An AI-detection tool's score used alone.How quickly the student finished.

11. A synthetic (AI-generated) image is shared as evidence of a real event. The best classroom response is to teach students to:

Check provenance and seek independent corroboration before believing or sharing it.Trust a detection app's confidence score.Assume any emotional image is real.Share it quickly to start discussion.

12. Across every module, the constant responsible-AI principle for arts and humanities teaching is:

AI assists; the teacher verifies, protects authorship and privacy, and stays accountable.AI replaces teacher judgement to save time.Whatever AI produces can be used as-is.Accuracy matters only in history, not the arts.