Sean TSOI

AgPO/CLT

15 March 2024

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Overview

Prompts Questions, instructions and commands to AI

The skills to design, structure and use prompts

Prompting techniques
when chatting with AI

A Microsoft AI service (This webinar covers the

Microsoft Copilot
online chatbot only.)

ChatGPT, Claude,
LLMs
Gemini and Llama

The design of questions including MCQs,

Assessment Design
matching, compound and contextual questions

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Table of Contents

Overview
Updates on Microsoft Copilot
Prompting techniques:

a) Image search
b) Constraint-based prompting
c) Least-to-most prompting
d) Reverse prompting
Summary of the comparison
Discussion of implications

Q&A

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Facts about Microsoft Copilot

Powerful Transparent No knowledge Commercial

AI models about sources cutoff data protection

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No data loss No human eyes No record whatsoever

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 Bing.com/chat Copilot.Microsoft.com

Microsoft Edge sidebar Microsoft Edge & Copilot mobile apps

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Get started with Copilot

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Step one: Sign in with your work account

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Copilot.microsoft.com
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Your data is protected only when you are signed in.

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Get to know Copilot
Notebook
A debug mode useful for prompt
testing. Token limits at 18,000.

VTC staff badge Protected badge

Additional “Protected” cue

The word “Protected” indicates
that you are using Copilot with
commercial data protection.

Suggested prompts
Start a new chat button
Clear your past chat and start a
new conversation.
Three conversation styles Text box
Creative (Most natural with
GPT-4), Balanced and Precise
(straight-forward, professional)
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Check your sources

Sources are shown below the answer

aims to base its responses on reliable sources, but AI can make mistakes, and third-party content on the
internet may not always be accurate or reliable. will sometimes misrepresent the information it finds.

shows the sources of information behind its answers. Always check before use. does not replace
a teacher’s judgment.

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Response limits

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Image search

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Image search

Try using visual search to:

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Diagram with a limited context

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“Define the image.”
The image depicts a pyramid structure
with five levels. The top level contains the
word "evaluation", followed by "synthesis"
on the second level down, then "analysis"
on the third level, and "application" on the
fourth level. The bottom level contains the
words "understanding knowledge". Each
level of the pyramid is made up of blocks,
with a different number of blocks used to
represent each level.
The image depicts a pyramid with five The image is a representation of
levels, each representing a different aspect of Bloom’s Taxonomy, a hierarchical
knowledge. The levels are labeled as follows: model of classifying thinking skills
1. Evaluation from the lower to higher order. It
shows the progression from
2. Synthesis
foundational to complex thinking
3. Analysis skills in learning and understanding.
4. Application Each level of the pyramid is labeled
with a term associated with
5. Understanding Knowledge cognitive development: knowledge,
The pyramid is a visual representation of the understanding, application, analysis,
concept of knowledge and how it is acquired synthesis, and evaluation.
and applied. It suggests that knowledge is
built upon a foundation of evaluation, which
leads to synthesis, analysis, and application,
ultimately resulting in a deep understanding
of knowledge.
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Data chart

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“Describe the data chart.”
The line graph depicts how world
population has changed from 1950 to 2050
according to projections. The y-axis
measures population in billions and the x-
axis tracks the years. It shows population
starting around 2.5 billion in 1950 and
steadily increasing over time, projected to
reach over 9 billion people by 2050.
Different data points correspond to
population statistics from Census data for
past years and projected future estimates.
The source is listed as the United States
Census Bureau.
The data chart depicts the world population
from 1950 to 2050, with the population
shown in billions. The graph is presented in a
clear and concise manner, with the
population shown in a linear progression
from 1950 to 2050. The graph is well-labeled
and easy to understand, making it simple to
see the growth in population over the years.
The data is presented in a blue and white
color scheme, which is easy on the eyes and
helps to make the information stand out.
Overall, the chart effectively communicates
the increase in world population over the past
several decades.
The image The data chart shows the
growth of the world population from
1950 to 2050. It indicates when the
population reached certain billions and
projects when it will reach 9 billion.
The source of the data is the U.S.
Census Bureau.
Some additional information that you
might find interesting are:
•The world population reached 3 billion
in 1960, 4 billion in 1974, 5 billion in
1987, 6 billion in 1999, and 7 billion in
20111.
•The world population is expected to
reach 8 billion in 2023 and 9 billion in
20371.
•The world population growth rate has
been declining since the 1960s, from
2.1% per year to 1.1% in 20202. 17
•The world population growth is
Basic principles of text-prompts

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Prompting principle

How do you prefer ¶sentences or ·key words as

prompts?

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 Conversational language

Search engines read key words. LLMs understand natural language.

Best practices for prompt engineering with OpenAI API | OpenAI Help Center
The art of the prompt: How to get the best out of generative AI (Microsoft) 20
Constraint-based prompting

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Constraint-based prompting

1. Introduce your 2. Draw the 3. Specify the

project boundaries output format

• Your role? • What should be filtered? • Do you want Copilot to

• Your goals? give you an answer?
1. Avoid: Generate questions with
• Your tasks? “Please avoid ambiguity in answers?
• Expectations and the True or False statements.”
• Do you prefer layman
outcomes? 2. Refrain: “Could
terms to jargon? Generic
• What subject matter? you refrain from using vague
or professional?
adjectives like ‘good’ and
• Any scope? ‘nice’?” • What format? A list? A
3. Omit: “Please omit any table? Questions with
questions about historical sub-questions?
dates in the MCQs.” • Any word limit?
4. Skip: “Please skip any content
related to controversial
topics.”

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Demo – generating contextual questions

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Generating contextual questions

Format requirement: 8.5/10 Format requirement: 4/10 Format requirement: 9/10

Content originality: 9/10 Content originality: 4/10 Content originality: 9/10

Adaptability: 8/10 Adaptability: 2/10 Adaptability: 8/10

Overall effectiveness: 8.5 Overall effectiveness: 3 Overall effectiveness: 8.5

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Least-to-most prompting

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Least-to-most prompting

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Context

Generate compound questions to test students’

understanding and application of AI prompting
techniques that meet the higher cognitive levels of
Bloom’s Taxonomy.

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Least-to-most prompting

Generate compound questions to test

students’ understanding and
application of AI prompting 1. What do prompting techniques
techniques that meet the higher for chatting with AI include?
cognitive levels of Bloom’s Taxonomy. 2. What is Bloom’s Taxonomy?
a
3. What are the higher levels of
b
Bloom's Taxonomy?
4. Generate compound questions to
c
let students analyse, evaluate
and create prompting techniques
for chatting with AI.

Least-to-Most Prompting | MatrixFlow

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Least-to-most prompting

✓ Responses are more focused

✓ More nuances in the suggested questions

✓ Bloom’s Taxonomy more thoroughly considered

✓ A more carefully-defined context

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Reverse prompting

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Reverse prompting

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Reverse prompting

Ascertain
Copilot’s thought
mechanism

Attain prompts as
reference design!

Advance one’s
prompting
techniques

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Reverse prompting

Evaluate the
prompt
Get a prompt Request more
• If improvements are
• Suggest a prompt needed, go back to step versions &
for: XXX 1 and add constraints. evaluate them

Test the Review your

prompt goal &
• Use the response finetune the
as a prompt. prompt

Reverse Prompt Engineering | MLExpert - Crush Your Machine Learning interview

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Suggest a prompt for the following

“AI is a rapidly developing technology that involves the

creation of intelligent machines that can perform tasks
typically requiring human intelligence, such as learning,
problem-solving, and decision-making. Conversational
AI has found a valuable place in education, employing
chatbots and virtual tutors to provide swift assistance
and foster self-directed learning.”

Direct quote from the second paragraph of the article “Building smarter classrooms: The benefits
and use cases of AI in education” on https://www.leewayhertz.com/ai-use-cases-in-education/
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Summary

Data protection ? ? 🖒🖒🖒

Response speed   

Chat record   

Assessment reference
  
design
Online search   

Image interpretation   

Prolong instruction
  
(recall ability)

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From “Google it!” to “GPT it!”
What are the implications?

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Introducing the next https://www.anthropic.com
generation of Claude /news/claude-3-family
(Anthropic) 41
 • Is this assessment needed?
• If an assessment can be easily
replicated by Generative AI, does
it still have a place as a
standalone assessment?
• Would removing it benefit student
learning in terms of creating
space for other more authentic
assessments?
• Would it be better reframed as
formative?
• Would removing it create space
for better uptake of feedback?
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AI as an opportunity to rethink assessment strategy (Imperial College London)
Thank you!

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