Using Class Discussions as AI-Proof Assessments

I admit it: Grading essays has never topped my list of teaching joys. Sure, the moments when a student finally nails a skill after months of hard work make me shout for joy, startling my nearby colleagues (sorry, Ms. Evans), but by and large, it’s hard work. Yet lately, as generative artificial intelligence (AI) headlines swirl in my mind, a new anxiety has crept into my grading life. I increasingly wonder, am I looking at their hard work?

Do you know when I don’t feel this way? During discussions. A ninth grader wiggling the worn corner of her text, leaning forward with excitement over what she’s cleverly noticed about Kambili, rarely makes me wonder, “Are these her ideas?”

While I’ve always thought discussion is important, AI is elevating that importance. This year, I wonder, how can I best leverage discussion in my classroom?

Protocols to Build Discussion Skills

Discussion requires specific skills. I like to allow my students to build theirs with these two protocols.

1. “Micro Lab” discussion. Students take turns answering questions in small groups. They must deliver their answers in a minute or two, either filling their time or running down the clock in silence because in this discussion, there is no cross talk until the end. Additionally, the order in which students answer the questions rotates, meaning that sometimes they have time to process, and other times they must think on their feet. For my classes, I’ve developed four general questions that can work with most texts, but tailored questions are another good option.

Micro Lab practices quick thinking and careful listening to avoid repeating previous answers. These skills are foundational in any discussion. With equal airtime for all voices, I particularly like Micro Lab for classrooms where some voices dominate, and others are consistently quiet. Additionally, I like it for classes in which students are still learning to elaborate on and extend their arguments. Sitting in silence often pushes students to say more.

2. “Concentric circles” discussion. Students form inner and outer circles, facing one partner at a time. The outer circle rotates after each round of sharing, providing students with a variety of partners. To prepare, I ask students to answer a question or two from choices on the board, or I do a quick “quote and note” on scratch paper, jotting down a short quote from the text and noting why it’s significant or interesting. Often at the end, I’ll segue into a whole class share-out, collecting the papers, drawing a name, and asking that student to share their answer.

To participate in discussion, students must feel emboldened to speak in front of their peers. For some of my students, sharing in front of the whole class is intimidating, but with a partner they find more success, building their confidence for larger discussions. I formatively assess this discussion by wandering the room and listening to the pairs, as well as by collecting and reviewing the note cards at the end of class.

Protocols to Build (and Assess) Analytical Writing Skills

Once students feel confident and skilled enough to participate in discussions, how might discussions offer opportunities to practice, develop, and even assess skills that I traditionally assess through writing?

1. “Quote of the day” discussion. In groups of four, students select one unique passage from the reading that they feel is significant. Next, they select their roles, which I write on the board:

• Argument Maker (In one sentence, what does your passage reveal?)
• Contextualizer (What happens just before your passage?)
• Reader (Read the passage aloud and preface that with who is speaking, thinking, or writing: “Kambili thinks” or “Adichie writes.”)
• Analyzer (Explain why the passage proves the argument.)

After some time to prepare, we go through the passages chronologically, and each group shares out, fulfilling their roles.

During a Quote of the Day discussion this year, a student blurted, “Hey, this is like a paragraph.” The jig is up! This discussion helps students understand elements of paragraph structure and practice foundational analytical essay writing skills such as making arguments along with selecting, contextualizing, and analyzing evidence. Hearing groups share out allows me to formatively assess, and I can give the groups real-time verbal feedback. More formal assessment is also possible with a rubric like this one.

2. “Inside/outside” discussion. When I observed a colleague doing this discussion, I knew I wanted to try it. Half the class speaks (insiders), and the other half is given a listening task (outsiders), such as “Make a list of the topics discussed,” “Count how many quotes are used in the discussion,” or even a silly task, like “Meow each time you hear an insightful point and write down that point.” To provide fuel before getting started, I might use guided questions or just ask students to jot down notes for a few moments. Halfway through, the outer circle shares what they heard, and the insiders and outsiders swap roles.

I’m fascinated by the way this discussion includes many of the skills I traditionally assess through analytical writing: making arguments, selecting and analyzing evidence, and using transitions to connect ideas. Listening tasks help nonparticipating students maintain focus, and participating students know they have an authentic audience in their carefully listening peers. The discussion can be assessed using this rubric.

Structured discussion protocols are real-time, screen-free supplements to writing assessment. The structure more equitably supports students who are still developing skills and confidence as they navigate into and contribute to discussions, allowing teachers to more authentically glimpse what our students know, understand, and are able to do.