University Teachers’ Views on the Adoption and Integration of Generative AI Tools for Student Assessment in Higher Education

Education Sciences, Год журнала: 2024, Номер 14(10), С. 1090 - 1090

Опубликована: Окт. 6, 2024

This study examines the factors that may impact adoption of generative artificial intelligence (Gen AI) tools for students’ assessment in tertiary education from perspective early-adopter instructors Middle East. It utilized a self-administered online survey and Unified Theory Acceptance Use Technology (UTAUT) model to collect data 358 faculty members different countries The Smart PLS software 4 was used analyze data. findings this revealed educators developed new strategies integrate Gen AI into systematic approach develop assignments. Moreover, demonstrated importance developing institutional policies integration education, as driver factor influencing use assessments. Additionally, research identified significant factors, namely performance expectancy, effort social influences, hedonic motivation, shaping educators’ behavioral intentions actual assess performance. reveal both potential advantages AI, enhanced student engagement reduced instructor workloads, challenges, including concerns over academic integrity possible negative on writing thinking skills. emphasizes significance targeted professional development ethical criteria proper educational assessment.

Язык: Английский

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Utilising gamified formative assessment to support English language learning in schools: a scoping review

Innovation in Language Learning and Teaching, Год журнала: 2024, Номер unknown, С. 1 - 17

Опубликована: Май 26, 2024

Gamified formative assessment (henceforth GFA) has been suggested as having a strong potential to improve English language learning. However, most previous reviews have examined gamification or computer-assisted (hereafter CAFA) separately and included diverse disciplines. Moreover, relevant studies were found be conducted in higher education neglect younger learners. To address these gaps, this scoping review synthesised existing empirical examine the implementation effects of GFA for school-aged (preschool, primary secondary school students) learners identify research avenues. This drew on 30 articles (35 interventions) from 2016 2023. The results indicated: (1) points leaderboards popular elements GFA; (2) immediate simple written feedback was common type provided by (3) delivered through quizzes beneficial students' academic performance overall proficiency, vocabulary, grammar; (4) could enhance learning satisfaction, motivation, engagement. Despite positive findings, it is important note that some reviewed suffered relatively weak methodology theoretical foundations. Therefore, future theory-driven utilising rigorous experimental longitudinal needed meaningfully extend understanding towards use young

Язык: Английский

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Is it useful, acceptable, or controllable? Hong Kong primary school teachers’ online assessment practices in changing time

Research and Practice in Technology Enhanced Learning, Год журнала: 2024, Номер 19, С. 033 - 033

Опубликована: Фев. 15, 2024

Few studies have explored primary school teachers’ classroom-based online assessment practices and underlying reasons. To fill this research gap, study interviewed 48 Hong Kong teachers to understand their influencing factors when they were obliged use it in daily instruction under the influence of COVID-19 pandemic. The findings revealed that participants tended tests/exercises for formative purposes instead summative purposes. In addition, tried alternative tasks, such as video or audio recordings, peer projects, gave feedback students but less frequently than tests/exercises. examination culture participants’ perceived limited control over test fairness may restricted Meanwhile, positive usage norms, along with favourable attitudes towards confidence using probably enhanced them. neutral norms external tasks seemed impede them classrooms.

Язык: Английский

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Primary school teachers' classroom‐based e‐assessment practices: Insights from the theory of planned behaviour

British Journal of Educational Technology, Год журнала: 2024, Номер 55(6), С. 2740 - 2759

Опубликована: Май 3, 2024

Abstract There is a global trend in the increased adoption of e‐assessment school classrooms to enhance learning. Teachers, as classroom‐based assessment designers and implementers, play vital role such change. However, little known about teachers' practices underlying reasons. To address this research gap, study identified factors influencing Hong Kong primary underpinned by theory planned behaviour (TPB). A large‐scale survey was issued 878 teachers via Qualtrics. Structural equation modelling (SEM) analysis shows that intentions using perceived behavioural control it were two strongest predicting their general way. Specifically, outweighed determining use alternative tasks e‐feedback, but reversed for e‐tests/exercises. The impact consistent across three types practices. Furthermore, attitudes significantly influenced tasks, while subject norms primarily predicted e‐feedback. findings have implications schools take countermeasures facilitate successful implementation at classroom level. Practitioner notes What already topic E‐assessment has potential influence often been used controlled environment with relatively small sample size. past 3 years seen surge discussions around settings, mostly higher education. paper adds Primary more e‐tests or exercises than e‐feedback daily teaching. Teachers' Implications practice and/or policy should be usage classroom. literacy developed enable them integrate into instruction.

Язык: Английский

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Comparing in-home telehealth and in-person administration of neuropsychological measures in an outpatient pediatric sample during the COVID-19 pandemic

The Clinical Neuropsychologist, Год журнала: 2024, Номер unknown, С. 1 - 15

Опубликована: Сен. 19, 2024

Research establishing the validity of neuropsychological assessment using telehealth (teleNP) is much needed in pediatric populations.

Язык: Английский

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Equitable teacher education in a virtual world: the promise of learning-oriented assessment

Innovation in Language Learning and Teaching, Год журнала: 2024, Номер unknown, С. 1 - 15

Опубликована: Окт. 21, 2024

This study reports teacher perceptions towards learning-oriented assessment (LOA) in an English language teaching certification course (Kompetanse for Kvalitet, KfK). The was delivered online during emergency remote caused by the COVID-19 pandemic. Equitable practices instruction and aimed at collaboration, dialogue, group engagement, active involvement based on LOA practices. Even though using to promote learning has been gaining prominence, applying recently gained momentum. Thus, how implementation of is perceived participants a education program concerning their learning. Data collection tools included questionnaire (n = 132) randomly sampled reflective writings 23) submitted as part learner portfolio. were analyzed qualitatively through thematic analysis quantitatively SPSS descriptive statistics Factor Analysis with Varimax rotation. Findings indicated that positively, offering opportunities improve skills, link content practice, reflect Using post-COVID times empowered identify monitor progress skills. implications educators integrating technology professional development maintain equity cultivate efficient

Язык: Английский

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Impact of Information and Communication Technology (ICT) Facilities on Gender Differentials in Mathematics Performance Among Secondary School Students

European Journal of STEM Education, Год журнала: 2024, Номер 9(1), С. 18 - 18

Опубликована: Дек. 10, 2024

The poor performance of students in mathematics indicates that need to acquire the necessary skills and knowledge required for solving mathematical problems. study investigated impact information communication technology (ICT) on gender differentials among secondary school Kwara State. population consists all senior State, Nigeria. employed a quasi-experimental design involving pre-test post-test non-equivalent control. A sample 80 was selected purposively from two schools. experiment group is involved using ICT facilities, while control uses traditional approach. instrument Mathematics Achievement Test (MAT) with reliability 0.80, determined Pearson’s product moments correlation statistics. data generated analyzed mean standard deviation answer research questions, hypotheses tested use ANCOVA at 0.05 significance level. result revealed facilities improved students’ achievement reduced gap students. Thus, teachers level should apply teaching improve performance.

Язык: Английский

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Cultivating realistic self-appraisal: examining student overclaiming and fair assessment through PISA and classroom data

Assessment in Education Principles Policy and Practice, Год журнала: 2023, Номер 30(5-6), С. 347 - 350

Опубликована: Ноя. 2, 2023

Язык: Английский

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