The higher education (HE) sector benefits every nation's economy and society
at large. However, their contributions are challenged by advanced technologies
like generative artificial intelligence (GenAI) tools. In this paper, we
provide a comprehensive assessment of GenAI tools towards assessment and
pedagogic practice and, subsequently, discuss the potential impacts. This study
experimented using three assessment instruments from data science, data
analytics, and construction management disciplines. Our findings are two-fold:
first, the findings revealed that GenAI tools exhibit subject knowledge,
problem-solving, analytical, critical thinking, and presentation skills and
thus can limit learning when used unethically. Secondly, the design of the
assessment of certain disciplines revealed the limitations of the GenAI tools.
Based on our findings, we made recommendations on how AI tools can be utilised
for teaching and learning in HE.

本研究通过对生成人工智能工具对评估和教学实践的综合评估，探讨了其潜在影响。结果表明，生成人工智能工具在主题知识、问题解决、分析、批判性思维和演示技能方面具有限制学习的潜力。同时，对某些学科评估工具的设计揭示了生成人工智能工具的局限性。基于研究结果，我们提出了关于如何在高等教育中利用人工智能工具进行教学和学习的建议。