Topic 0
A curated selection of quality AI-assisted assessment activities developed by the participants of the online course Assessment in the Age of AI.
"Eco-expressions: AI-enhanced peer feedback loop"
This ESL project for 11th-grade students (B1/B2 proficiency) aims at enhancing engagement with environmental and consumerism themes and refining English language skills. A text generative was used for brainstorming five project ideas that blend environment, consumerism, and advertising strategies. It was also used to set SMART objectives, draft instructions and define formative assessment criteria.
Author: Ana M. Fonseca
"Day and night in our wolrd"
This activity, designed for 5-6-year-old kindergarten students, seeks to teach them about the rotation of day and night through playful and experiential learning. A text generative tool employed to create a formative assessment to gauge their understanding of day and night. It also generated a rubric for assessing their understanding regarding the topic.
Author: Anastasia Nikolopoulou
"Effective study techniques"
In this assessment activity, secondary school students, aged 18, focus on upgrading and applying their acquired knowledge of learning methods to improve their study techniques. The instructor employed a text generative tool acting as a Socratic dialogue expert to assess students' understanding of effective learning strategies, such as employing flashcards and questionnaires, actively retrieving knowledge, and spacing out study sessions. The tool was tasked with posing five questions to the students sequentially, followed by providing a formative evaluation of their knowledge at the conclusion.
Author: Ljiljana Manić
"Opinion essay peer review"
This peer-reviewed evaluation of an opinion essay, assisted by AI, centers on first year English major undergraduates with B2 level English proficiency. A formative assessment focusing on writing skills was designed to engage in a peer-review activity. A text generative tool was used to create a three-level evaluation rubric including elements such as structure, main ideas and supporting details, cohesion and coherence, vocabulary usage, grammar and sentence structure. Additionally, the tool played a role in establishing assessment objectives, crafting assessment instructions, and ultimately generating assessment rubrics for both students and teachers.
Author: Maja Joshevska
"Rubric to assess cooperative work in an ELT methodology university classroom"
This rubric on cooperative- work, made with AI-assistance, focuses on assessing cooperative work in an ELT methodology university classroom in the degree of primary education. The rubric was designed to assess areas such as behaviour, performance and role distribution, citizenship, communicative and entrepreneur competences, and mediation. The AI prompt also included several ethical considerations to take into account when designing the rubric.
Author: Raquel Sánchez Ruiz
"Multiple choice ChatGPT generated questions to test students’ theoretical knowledge about formal writing style"
This AI-assisted multiple-choice test targets 16-year-old students with B1-B2 level English proficiency. This summative assessment activity was designed to evaluate students’ ability to identify formal writing style characteristics at a theoretical level. A text generative tool was tasked with generating a 10-question multiple-choice test about formal writing characteristics, intended for integration into an interactive tool.
Author: Rosita Meiluviene
"Evaluation of written production in French language teaching, roommate search ads"
In this AI-assisted formative assessment, 17-year-old French language students self-assess and peer-review their progress in French language acquisition while creating a roommate advertisement. A text generative tool was tasked with generating a 5-level proficiency rubric in French, covering criteria such as content, language use, length, grammar and mechanics, and overall quality.
Author: Slavenka Markota