Thread

1. vjk800 · 1790409528 · focus · HN ↗

   It's funny how people talk about "teaching" getting more difficult with LLMs.

   Clearly teaching got a lot better, since we now have a new teaching tool at our use, the LLMs. It's evaluating that got harder, because students can use the same tool to cheat in traditional forms of evaluation.

   If "teaching the students" means the same as "evaluating the students" to you, maybe you shouldn't teach in the first place.

   1. tgv · 1790412566 · focus · HN ↗

      Without grading, students don't learn. It's as simple as that.

      1. psyklic · 1790426717 · focus · HN ↗

         Motivation can come from many sources, not only grading, e.g. individual encouragement, exciting applications, day-to-day relevance, interest shown by peers. Also students can just be intrinsically motivated.

         1. mantas · 1790443064 · focus · HN ↗

            It may come in different styles. But what do you do with students who don’t have motivation beyond grading/punishment? Some people just do not have motivation unless somebody standing by them with a stick.

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