Self-Assessment and AI

Full transparency, I used AI to write this post.*

Upon hearing that, you are probably wondering multiple things:

1. How much of this post is accurate and true?

2. What if any of this post was written by me the author?

3. Why?

And the most important question of all:

Is not that cheating?

Which most likely sounds foreign to you, but is grammatically correct. I checked multiple sources, including using AI as a resource.

Google Search Results - "is not that cheating grammatically correct as a question"

With that being said, I would like to answer the initial questions asked.

1. How much of this post is accurate and true?

   1. All of it, according to the knowledge I have at the time of writing the post.

2. What if any of this post was written by me the author?

   1. All of it. I used AI as a technology resource tool for this post, but the writing and the content are original.

3. Why?

   1. Because.

   
   

AI is a tool. It is a form of technology that has been around for a while now, but we are just all starting to become aware of it. In the podcast referencing Neil Selwyn's book, "Should Robots Replace Teachers?" he references the fact that we have been using AI in such a widespread capacity that some folks do not even realize your Google search query is a form of algorithmic AI. ( Young, 2021)

But, this post is not about AI. Well, at least, that is not the main focus. The focus is, how can AI be used in assessment to enhance the learning experience?

A key purpose of assessment is to yield evidence of student learning. (Teach HQ, n.d., para. 1)

One common technique often used as a form of assessment is the self-assessment. Self-assessment is a formative tool that encourages students to reflect on where they are in their learning journey and how they can improve. As a form of metacognition, it allows students to evaluate their own work and essentially “pulse check” with their teacher to map out next steps.

Self-assessment involves multiple components and offers various benefits, but I would like to focus on its role in continuous learning. "If students are open to continuous learning, then receiving feedback from any source is considered valuable. As long as a student is open to learning, the confidence gained from metacognition and persistence, in combination with their curiosity, will allow them to constantly search for new and better ways." (Virtual, M., 2017)

We could integrate AI into self-assessment as a way for students to pulse check their work throughout the semester. If introduced properly, with clear instruction, structured support, and strict guidelines as recommended by Monash University's Learning and Teaching: Teach HQ we could make a strong case for using AI as the final step in the self-assessment process.

For example, we were tasked with creating an assessment that followed strict guidelines and included two rubrics we would be evaluated against. Once I completed my assessment, I reviewed it using the Self Check! rubric (Rubric 1) to confirm all required elements were present. I then used the Expectations and Feedback Rubric (Rubric 2) to cross-reference for completeness. Finally, I submitted the following materials, my rubric, my assessment, and the remediation activity, into ChatGPT to ensure I did not miss anything.

Rubric 1

Self check! Does your SA have:

• A clear learning objective?

• A description of the assessment?

• Relevant context?

• Data and how you’ll analyze?

• Actual assessment?

• Way to evaluate?

• All criteria from the sandbox?

• Connections to CEP 813 content?

Rubric 2

Rubric #2 Expectation and Feedback Rubric

According to ChatGPT, I crushed it:

✅ Final Verdict: Your Sandbox Assessment #9 fully meets all expectations.

There are no gaps based on the rubric or instructions provided. If anything, your design goes above and beyond

Sandbox Assessment #9

Now, I am not saying that this assessment is perfect by any means. In fact, it could be missing key elements from CEP 813 as referenced as a criteria in rubric #1 simply because ChatGPT has not taken that course. However, it still proved useful. Had there been aspects of my design that needed improvement, I could have used the feedback to create multiple iterations on my own before making the final updates suggested by the instructor. This experience shows how educational technology can help me evaluate my current progress and refine my work accordingly thus improving the self-assessment process.

Finally, as with any technology used in education there are many considerations to be made and potential unintended consequences that could occur.

*While I did not use ChatGPT to write the content of this blog post, it was used to edit a few passages. The content presented here aside from the items already cited is my original thoughts.

References:

Learning and Teaching: Teach HQ. (n.d.). Generative AI and assessment. Monash Univeristy. https://www.monash.edu/learning-teaching/teachhq/Teaching- practices/artificial-intelligence/generative-ai-and-assessment

Michigan Virtual. (2017, March 13). Module 3: Self Assessment. [Video]. YouTube. https://www.youtube.com/watch?v=Qo_5dJ-dlIQ

Young, J. R. (Executive Producer). (2021, October 5). Should robots replace teachers? [Audio podcast]. EdSurge. https://www.edsurge.com/news/2021-10-05-should- robots-replace-teachers