Of all the teacher’s tasks, evaluation is probably one of those that can be the most complex. The volume of work can already be daunting, especially at secondary and higher levels where the number of copies to process can increase from around thirty to hundreds. This becomes more complex depending on the type of business. A multiple-choice questionnaire is easier to correct than open-ended questions or others that require an approach analysis.
Can artificial intelligence (AI) help teachers in this task? As the technology gradually becomes established in all education sectors, many believe that generative artificial intelligence (like ChatGPT) could transform assessment. The question is how.
Speed up the evaluation and adapt it
The algorithm does not tire and is generally not biased towards students. So it can quickly correct the copy, record the result and transfer it. A process that takes hours for teachers could then be done by a machine so they can focus on other tasks.
Especially since, if currently implemented artificial intelligences are mostly specialized in text processing, others are working on voice recognition. So AI could analyze a student’s reading fluency, for example, or potentially assess the pronunciation of a foreign language.
This process would also allow students to obtain feedback much faster and know whether they are on the right track or not. The teacher could immediately see the cognitive errors made and help them correct the data or process needed to solve the problem. The algorithm would thus become an ally of the teaching staff in working on learning difficulties.
The whole question personalization is at the center of the application of artificial intelligence in evaluation. Being able to spot a person’s flaws and strengths instantly, she could adjust the content of the test based on this data. She would spend little time on what was mastered and focus on what was causing problems by providing additional exercises, resources and explanations to help the student understand.
Transformation of school assessment
This also comes with immediate questions and limitations. Obviously, data collection begs the big question: how do you ensure that data remains private and secure? Especially since we know the extent to which companies seek information in order to use it commercially. Artificial intelligence used in education should therefore ensure that information is impossible to obtain.
Another problem is that of information quality which the algorithm possesses, among other things. A less robust and poorly tested model can lead to erroneous estimates. There are also possibilities of bias depending on the database feeding them. This was seen in the use of artificial intelligence in the judiciary in the United States, where it reproduced certain racist decisions. It will therefore be necessary to ensure that this type of judgment is not present and above all to establish a structure so that people can step in and correct these potential flaws in order to offer a fair assessment.
The advent of artificial intelligence is changing school grades, there’s no doubt about that. But if an algorithm is able to simply complete and correct questionnaires, it is not necessarily in the best position to assess skills such as creativity, resourcefulness and others.
Thus, the use of evaluations through portfolios or scenarios that require students to use critical thinking or ability act in simulated events remain much more a human domain. This will give the school system the opportunity to prepare students additionally situations they will encounter in the future.
As more and more institutions consider using artificial intelligence in assessment, it is important to remember that it is not a magic solution. Must be thoughtful so there is room for people. The algorithm can make mistakes and therefore it is the teacher’s duty to revise if this was the case. It is also an opportunity for teachers to implement other, more creative and meaningful evaluative approaches.
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References:
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