ChatGPT’s English translation of the evaluation grid it originally created in French
Similarly, ChatGPT can generate a list of learning objectives that match the taxonomy levels and competency items presented to it. Again, professional judgment on the proposal made by the artificial intelligence (AI) is key. But it is potentially a great way to speed up, for example, the thinking process of new teachers.
Write feedback for students
In one of my classes this session, I had only 7 students. Such a small group seemed ideal for testing when grading an assignment.
I started by grading all the students’ papers, as usual. Then, I submitted 3 of the assignments to ChatGPT, question by question (and answer by answer). I asked it to evaluate each answer based on the associated evaluation criteria. I also provided my evaluation grid to the robot. (In this assignment, each question was associated with only one evaluation criterion, which made things easier for the experiment).
ChatGPT systematically placed each answer at the same level as me in the evaluation grid (excellent, very good, etc.).
Then, I asked ChatGPT to write feedback for the students.
I consider feedback to be extremely important to student learning, but providing rich, personalized feedback is very time consuming! Sometimes, for some assignments, due to time constraints, I can’t afford to be as thorough as I would like. (With 7 students, it’s fine, but when there are 40…)
For the assignment I submitted, I asked ChatGPT to give specific feedback on each answer and general feedback on the entire assignment. ChatGPT managed to write excellent feedback, worded positively and constructively, in just a few seconds.
As far as the links to being a sales representative are concerned, you were successful in making coherent connections, but I would have liked to see you develop your arguments a bit more to make them even clearer and more understandable.
— ChatGPT feedback on a student’s answer (text generated in French and then translated in English by ChatGPT)
You provide an accurate summary of the conference by explaining its central concept and highlighting the benefits and challenges of adopting this approach. In addition, you link the concepts of the conference to your daily life by highlighting how your attitude and decisions influence your success in your personal and professional life. Finally, you provide concrete and relevant examples by mentioning that the conference is presented with humour and boldness, which is an approach that is adapted to the participants.
Grade: Very good
—General feedback from ChatGPT on a student’s assignment (text generated in French and then translated in English by ChatGPT)
The day I handed back the corrected assignment to the students in class, one student whose paper ChatGPT had not corrected was absent. So, I gave 3 students papers that I had corrected and 3 others, without telling them, papers that ChatGPT had corrected (I kept for myself the copies of these 3 papers that I had corrected myself).
I began the class by asking the students to take the time to read the feedback on their assignments. Then, I explained that feedback was important to me and that I was looking to improve in this area, so I asked them to fill out a short Forms questionnaire on the subject. Everyone (both those who had read my feedback and those who read the ChatGPT feedback) said they found the feedback useful, tailored to their needs, and relevant to helping them improve.
Then I revealed to the group that so-and-so’s work had been graded by ChatGPT. It was a bombshell in the classroom! We had a very stimulating and enjoyable discussion about using AI.
I then asked the students to answer more questions on Forms. I asked them what the impact was on them of learning that a robot had corrected some of the assignments. Again, the answer was unanimous: there was no impact in their eyes. I asked them if they were comfortable with a robot providing feedback on their work that was more comprehensive than what the teacher could provide, as long as the teacher validated it before presenting it to them. They all said “yes.”
Then I asked them if they would be comfortable with an AI grading the work and the teacher just validating. 5 out of 6 students said yes. Personally, I wouldn’t be comfortable… But we have to admit that students trust the AI!
In the comments at the end of the survey, some students wrote sentences stating, roughly, “This is a tool that is available to the teacher; why not use it?”
I found the reflection very interesting. It’s like the introduction of the calculator or the internet… If the tool is there, why not use it?
The ethical dimension remains extremely important to consider and this is what makes me uncomfortable with the idea of using AI to correct and grade assignments; it would not be consistent with my vision of my role as a teacher. But as a tool to help write feedback, AI seems promising to me!
A lecture and slide show prepared by the AI
In one of my courses, I teach about the possibilities of AI in agriculture. This year, I decided to give a 45-minute lecture presentation on the topic, with a slide show as a visual aid. The secret: the entire presentation had been designed by AI. The textual content had been written by ChatGPT and the slide show images had been created by Midjourney.
At the end of the presentation, I revealed to the class that I had not prepared the content, that I had only memorized the text. You can imagine their reaction! Since the presentation was about the possibilities offered by AI, the trick seemed appropriate and pedagogically relevant.