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“We Should Not Be Like a Dinosaur”—Using AI Technologies to Provide Formative Feedback to Students

Gorde:
Argitaratua izan da:Education Sciences vol. 15, no. 1 (2025), p. 58
Egile nagusia: Burner, Tony
Beste egile batzuk: Lindvig, Yngve, Wærness, Jarl Inge
Argitaratua:
MDPI AG
Gaiak:
OpenAI
Norway
SWOT analysis
Students
Curricula
Workloads
Teachers
Chatbots
Innovations
Schools
Knowledge
Surveillance
General Data Protection Regulation
Education
Learning
Writing
Formative evaluation
Automation
Generative artificial intelligence
Accountability
Planning
Integrated approach
Literacy
Learning Analytics
Critical Thinking
Curriculum Development
Expertise
Lesson Plans
Elementary Education
Effect Size
Artificial Intelligence
Evaluative Thinking
Educational Assessment
Computer Assisted Testing
Intelligent Tutoring Systems
Influence of Technology
Curriculum Design
Learning Processes
Computers
Assessment Literacy
Computer Assisted Instruction
Feedback (Response)
Elementary School Students
Elementary Schools
Holistic Approach
Educational Facilities Improvement
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Laburpena:Artificial intelligence (AI) technologies have the potential to enhance learning, teaching, and assessment by providing AI-generated feedback to students. This study used five different AI plug-ins and four different knowledge bases for the optimization of feedback in classroom formative assessments. The sample consisted of 26 students and 13 teachers at five secondary schools in Norway. Interviews and unstructured observations were used to collect data. The findings indicate that AI-generated feedback is appreciated by both students and teachers. It provides immediate subject-specific, concrete, and relevant feedback. High-performing students were motivated to further improve their writing. However, some students found the feedback to be too general or complicated, and the teachers who had not conducted whole-term periodic planning struggled with using AI for formative assessment purposes. Finally, both students and teachers contend that the teacher needs to have the last word when AI takes over formative feedback procedures.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15010058
Baliabidea:Education Database