AI a tool to assist teachers in student evaluation
https://orcid.org/0000-0002-0824-5702
The study "AI: A Tool to Assist Teachers in Student Assessment" investigated the impact of the artificial intelligence tool RAY compared to traditional assessment methods at the Faculty of Mathematical and Physical Sciences, University of Guayaquil. The objective was to assess RAY's effectiveness in improving the accuracy and reliability of academic assessments. A quasi-experimental design was employed with an experimental group (n=25) and a control group (n=25), using paired-samples T-tests to analyze differences in student grades. Results showed a significant increase in standard deviation in the experimental group (from 0.255 to 0.380), indicating higher variability in grades. Moreover, T-tests revealed statistically significant differences between groups, with a T-value of -13.1 and p < 0.001, highlighting improved academic performance with RAY. Key conclusions underscored the transformative potential of AI in education by enhancing assessment objectivity and efficiency, emphasizing the need for ongoing support and training for effective implementation of these technologies in educational settings.
Chan, C., & Tsi, L. (2023). La revolución de la IA en la educación: ¿Reemplazará la IA o ayudará a los docentes en la educación superior? ArXiv, abs/2305.01185. https://doi.org/10.48550/arXiv.2305.01185.
Chen, L., Chen, P., & Lin, Z. (2020). Inteligencia artificial en la educación: una revisión. Acceso IEEE, 8, 75264-75278. https://doi.org/10.1109/ACCESS.2020.2988510.
Gallent-Torres, C., Zapata-González, A., & Ortego-Hernando, J. L. (2023). El impacto de la inteligencia artificial generativa en educación superior: una mirada desde la ética y la integridad académica. RELIEVE. Revista Electrónica de Investigación y Evaluación Educativa, 29(2), 1-21. Disponible en: https://www.redalyc.org/journal/916/91676028011/html/.
González-Calatayud, V., Prendes-Espinosa, P., & Roig-Vila, R. (2021). Inteligencia artificial para la evaluación de estudiantes: una revisión sistemática. Applied Sciences. https://doi.org/10.3390/APP11125467.
Granda Dávila, M. F., Muncha Cofre, I. J., Guamanquispe Rosero, F. V., & Jácome Noroña, J. H. (2024). Inteligencia Artificial: Ventajas y desventajas de su uso en el proceso de enseñanza aprendizaje. MENTOR Revista De investigación Educativa Y Deportiva, 3(7), 202–224. https://doi.org/10.56200/mried.v3i7.7081.
Owan, V., Abang, K., Idika, D., Etta, E., & Bassey, B. (2023). Exploración del potencial de las herramientas de inteligencia artificial en la medición y evaluación educativa. Eurasia Journal of Mathematics, Science and Technology Education. https://doi.org/10.29333/ejmste/13428.
Segarra Ciprés, M., Grangel Seguer, R., & Belmonte Fernández, Ó. (2024). ChatGPT como herramienta de apoyo al aprendizaje en la educación superior: una experiencia docente. Revista Tecnología, Ciencia Y Educación, (28), 7–44. https://doi.org/10.51302/tce.2024.19083.
UNESCO. (2021). Intelligence Artificial in Education: Challenges and Opportunities. https://unesdoc.unesco.org/ark:/48223/pf0000379376
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial Intelligence in Education: Promises and Implications for Teaching and Learning. Center for Curriculum Redesign. Disponible en: https://curriculumredesign.org/wp-content/uploads/AIED-Book-Excerpt-CCR.pdf
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2018). Intelligence Unleashed: An Argument for AI in Education. Pearson. Disponible en: https://static.googleusercontent.com/media/edu.google.com/es//pdfs/Intelligence-Unleashed-Publication.pdf
Schleicher, A. (2018). Teaching in the Fourth Industrial Revolution: Standing at the Precipice. Routledge. https://doi.org/10.4324/9781351035866
Williamson, B., Eynon, R., & Potter, J. (2020). Pandemic politics, pedagogies and practices: digital technologies and distance education during the coronavirus emergency. Learning, Media and Technology, 45(2), 107–114. https://doi.org/10.1080/17439884.2020.1761641
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic Review of Research on Artificial Intelligence Applications in Higher Education – Where Are the Educators? International Journal of Educational Technology in Higher Education, 16(1), 39. https://doi.org/10.1186/s41239-019-0171-0
Baker, R. S., & Siemens, G. (2020). Educational data mining and learning analytics: Potentials and possibilities for teaching and learning. British Journal of Educational Technology, 51(4), 1107-1123. https://doi.org/10.1017/CBO9781139519526.016
Chen, L., Chen, P., & Lin, Z. (2021). Artificial intelligence in education: A review. IEEE Access, 9, 74685-74704. https://doi.ub.kg.ac.rs/doi/zbornici/10-46793-tie22-223k/
Goksel, N. & Bozkurt, A. (2019). Artificial Intelligence in Education: Current Insights and Future Perspectives. In S. Sisman-Ugur & G. Kurubacak (Eds.), Handbook of Research on Learning in the Age of Transhumanism (pp. 224-236). IGI Global. https://doi.org/10.4018/978-1-5225-8431-5.ch014
Roll, I., Wylie, R. Evolution and Revolution in Artificial Intelligence in Education. Int J Artif Intell Educ 26, 582–599 (2016). https://doi.org/10.1007/s40593-016-0110-3
Selwyn, N. (2022). The future of AI and education: Some cautionary notes. European Journal of Education, 57, 620–631. https://doi.org/10.1111/ejed.12532
Andrade, H. L. (2019, August). A critical review of research on student self-assessment. In Frontiers in education (Vol. 4, p. 87). Frontiers Media SA. https://doi.org/10.3389/feduc.2019.00087
Bennett, R. E. (2020). Validity and Fairness in Educational Testing. Educational Measurement: Issues and Practice, 39(3), 28-38. https://doi.org/10.1111/emip.12345
Black, P., & Wiliam, D. (2020). Classroom Assessment and Pedagogy. Assessment in Education: Principles, Policy & Practice, 27(4), 381-399. https://doi.org/10.1080/0969594X.2018.1441807
Brookhart, S. M. (2020). Assessment as a Strategy to Support Learning. Educational Measurement: Issues and Practice, 39(2), 30-36. https://doi.org/10.1111/emip.12336
Guskey, T. R., & Brookhart, S. M. (2020). What We Know about Grading: What Works, What Doesn't, and What's Next. ASCD. https://doi.org/10.1002/pra2.415
Popham, W. J. (2020). Classroom Assessment: What Teachers Need to Know. Pearson. Disponible en: https://www.daneshnamehicsa.ir/userfiles/files/1/7-%20Classroom%20Assessment_%20What%20Teachers%20Need%20to%20Know.pdf
Shepard, L. A. (2020). The Role of Assessment in a Learning Culture. Educational Researcher, 49(2), 65-70. https://doi.org/10.3102/0013189X20909824
Baker, R. S. (2021). Artificial Intelligence in Education: Promise and Implications for Teaching and Learning. Journal of Educational Data Mining, 13(1), 1-9. Disponible en: https://learninganalytics.upenn.edu/ryanbaker/oecd-baker.pdf
Binns, R. (2020). On the Apparent Conflict Between Individual and Group Fairness. ACM Computing Surveys (CSUR), 53(6), 1-30. https://doi.org/10.1145/3418292
Woolf, BP, Lane, HC, Chaudhri, VK y Kolodner, JL (2013). Grandes desafíos de la IA para la educación. AI Magazine , 34 (4), 66-84. https://doi.org/10.1609/aimag.v34i4.2490
Moritz, P., Nishihara, R., Wang, S., Tumanov, A., Liaw, R., Liang, E., Paul, W., Jordan, MI y Stoica, I. (2017). Ray: un marco distribuido para aplicaciones emergentes de IA. ArXiv, abs/1712.05889. Disponible en: https://www.semanticscholar.org/reader/f83a207712fd4cf41aded79e9e6c4345ba879128
Tang, J., & Hai, L. (2021). Construcción y exploración de un sistema de evaluación inteligente para aplicaciones educativas a través de tecnología de inteligencia artificial. Int. J. Emerg. Technol. Learn., 16. https://doi.org/10.3991/IJET.V16I05.20293.
Dai, H., Hu, Y., Wu, Z., & Liu, C. (2023). AI-generated feedback on writing: insights into efficacy and ENL student preference. International Journal of Educational Technology in Higher Education, 20(1), 12-25. https://doi.org/10.1186/s41239-023-00316-4.
Gillani, B., Heffernan, N., & Lin, C. (2023). Artificial intelligence in intelligent tutoring systems toward sustainable education: a systematic review. Smart Learning Environments, 10(1), 14-29. https://doi.org/10.1186/s40561-023-00242-7.