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A comparative study of AI-human-made and human-made test forms for a university TESOL theory course

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Veröffentlicht in:Language Testing in Asia vol. 14, no. 1 (Dec 2024), p. 19
1. Verfasser: O, Kyung-Mi
Veröffentlicht:
Springer Nature B.V.
Schlagworte:
Human-computer interaction
College students
Artificial intelligence
Language
Students
Verbal communication
Quantitative psychology
Classical test theory
Cognitive models
Listening
Natural language processing
Automation
Research & development > R&D
Feedback
Learning
Teachers
Chatbots
Cognition & reasoning
Tests
Linguistics education
TESOL
Comparative studies
Efficacy
Humans
Comparative analysis
Oral Language
Test Theory
Literature Reviews
Item Banks
Language Skills
Test Format
Computers
English (Second Language)
Language Tests
Test Items
Teacher Made Tests
Feedback (Response)
Psychometrics
Educational Assessment
Comparative Education
Language Processing
Learner Engagement
Logical Thinking
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Abstract:This study examines the efficacy of artificial intelligence (AI) in creating parallel test items compared to human-made ones. Two test forms were developed: one consisting of 20 existing human-made items and another with 20 new items generated with ChatGPT assistance. Expert reviews confirmed the content parallelism of the two test forms. Forty-three university students then completed the 40 test items presented randomly from both forms on a final test. Statistical analyses of student performance indicated comparability between the AI-human-made and human-made test forms. Despite limitations such as sample size and reliance on classical test theory (CTT), the findings suggest ChatGPT’s potential to assist teachers in test item creation, reducing workload and saving time. These results highlight ChatGPT’s value in educational assessment and emphasize the need for further research and development in this area.
ISSN:2229-0443
DOI:10.1186/s40468-024-00291-3
Quelle:Education Database