“We Should Not Be Like a Dinosaur”—Using AI Technologies to Provide Formative Feedback to Students
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...
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| Format: | Article |
| Language: | English |
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MDPI AG
2025-01-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/15/1/58 |
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| author | Tony Burner Yngve Lindvig Jarl Inge Wærness |
| author_facet | Tony Burner Yngve Lindvig Jarl Inge Wærness |
| author_sort | Tony Burner |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-cd0b1fb52a114be8a80c7cb00e86fd0f |
| institution | Kabale University |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-cd0b1fb52a114be8a80c7cb00e86fd0f2025-01-24T13:30:25ZengMDPI AGEducation Sciences2227-71022025-01-011515810.3390/educsci15010058“We Should Not Be Like a Dinosaur”—Using AI Technologies to Provide Formative Feedback to StudentsTony Burner0Yngve Lindvig1Jarl Inge Wærness2Department of Languages and Literature Studies, University of South-Eastern Norway, 3045 Drammen, NorwayLearnlab, 0164 Oslo, NorwayLearnlab, 0164 Oslo, NorwayArtificial 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.https://www.mdpi.com/2227-7102/15/1/58artificial intelligenceclassroom assessmentformative assessmentformative feedbackAI-generated feedback |
| spellingShingle | Tony Burner Yngve Lindvig Jarl Inge Wærness “We Should Not Be Like a Dinosaur”—Using AI Technologies to Provide Formative Feedback to Students Education Sciences artificial intelligence classroom assessment formative assessment formative feedback AI-generated feedback |
| title | “We Should Not Be Like a Dinosaur”—Using AI Technologies to Provide Formative Feedback to Students |
| title_full | “We Should Not Be Like a Dinosaur”—Using AI Technologies to Provide Formative Feedback to Students |
| title_fullStr | “We Should Not Be Like a Dinosaur”—Using AI Technologies to Provide Formative Feedback to Students |
| title_full_unstemmed | “We Should Not Be Like a Dinosaur”—Using AI Technologies to Provide Formative Feedback to Students |
| title_short | “We Should Not Be Like a Dinosaur”—Using AI Technologies to Provide Formative Feedback to Students |
| title_sort | we should not be like a dinosaur using ai technologies to provide formative feedback to students |
| topic | artificial intelligence classroom assessment formative assessment formative feedback AI-generated feedback |
| url | https://www.mdpi.com/2227-7102/15/1/58 |
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