Teachers can use ChatGPT to generate open-ended question prompts, quality rubrics, and formative assessment prompts aligned with learning goals¶

Strategy · All strategies
Evidence · 4 claims (3 for, 1 against) · 4 studies (2 review, 2 qualitative), q1–q2 · 0 of 4 report an effect size · 4 claims rest on one study

Description¶

Drawing on Herft (2023), the article recommends specific teacher uses of ChatGPT: creating "prompts for open-ended questions that align with the learning goals and success criteria of the unit of instruction", generating "quality rubrics that clearly and concisely explain exactly what students need to accomplish", and creating "prompts for formative assessment activities that provide ongoing feedback to inform teaching and learning". These are implementable prompt-based recipes for assessment practice.

Design Implications¶

Context¶

Requirements¶

• Teachers need capacity to engage in high-quality assessment practices; the article calls for professional capacity building to harness generative AI for assessment.

Constraints¶

• The article notes these are potential practices identified by Herft (2023), not effects the article itself tested.

Target Learners¶

• K-12 and higher education students

Target Learning Goals¶

• Formative assessment and ongoing feedback informing teaching and learning

Claims¶

• Early adopters report time savings from ChatGPT automation, including a Wharton professor's exam-writing productivity increase of 100% [+W]
• Educators benefit from AI chatbots through time-saving administrative assistance and improved pedagogy [+W]
• Teachers report ChatGPT-generated math questions misalign with grade level and topic, are unreliable or unanswerable, and cost time [-W]
• Educators use AI tools mainly for personalized learning and language support and frequently use generative AI for lesson planning [+W]

Related Strategies¶

• Use a three-part process-understanding-product rubric for formative and summative maker assessment

Examples¶

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Key Sources¶

• Baidoo-Anu, D., & Owusu Ansah, L. (2023). Education in the Era of Generative Artificial Intelligence (AI): Understanding the Potential Benefits of ChatGPT in Promoting Teaching and Learning. Journal of AI, 7(1), 52-62. https://doi.org/10.61969/jai.1337500