Hello GPT! Goodbye home examination? An exploratory study of AI chatbots impact on university teachers' assessment practices

AI chatbots have recently fuelled debate regarding education practices in higher education institutions worldwide. Focusing on Generative AI and ChatGPT in particular, our study examines how AI chatbots impact university teachers' assessment practices, exploring teachers' perceptions about...

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Vydáno v:Assessment and evaluation in higher education Ročník 49; číslo 3; s. 363 - 375
Hlavní autoři: Farazouli, Alexandra, Cerratto-Pargman, Teresa, Bolander-Laksov, Klara, McGrath, Cormac
Médium: Journal Article
Jazyk:angličtina
Vydáno: Abingdon Routledge 02.04.2024
Taylor & Francis Ltd
Témata:
AI-chatbots
assessment
Behavior Theories
Chatbots
Educational Practices
Focus Groups
Higher education
home examination
Human-computer interaction
Interviews
Mediation
Mediation Theory
Phenomenology
Semi Structured Interviews
Social sciences
Teachers
Turing test
Undergraduate education
University faculty
ISSN:0260-2938, 1469-297X, 1469-297X
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Abstract AI chatbots have recently fuelled debate regarding education practices in higher education institutions worldwide. Focusing on Generative AI and ChatGPT in particular, our study examines how AI chatbots impact university teachers' assessment practices, exploring teachers' perceptions about how ChatGPT performs in response to home examination prompts in undergraduate contexts. University teachers (n = 24) from four different departments in humanities and social sciences participated in Turing Test-inspired experiments, where they blindly assessed student and ChatGPT-written responses to home examination questions. Additionally, we conducted semi-structured interviews in focus groups with the same teachers examining their reflections about the quality of the texts they assessed. Regarding chatbot-generated texts, we found a passing rate range across the cohort (37.5 − 85.7%) and a chatbot-written suspicion range (14-23%). Regarding the student-written texts, we identified patterns of downgrading, suggesting that teachers were more critical when grading student-written texts. Drawing on post-phenomenology and mediation theory, we discuss AI chatbots as a potentially disruptive technology in higher education practices.
AbstractList AI chatbots have recently fuelled debate regarding education practices in higher education institutions worldwide. Focusing on Generative AI and ChatGPT in particular, our study examines how AI chatbots impact university teachers' assessment practices, exploring teachers' perceptions about how ChatGPT performs in response to home examination prompts in undergraduate contexts. University teachers (n = 24) from four different departments in humanities and social sciences participated in Turing Test-inspired experiments, where they blindly assessed student and ChatGPT-written responses to home examination questions. Additionally, we conducted semi-structured interviews in focus groups with the same teachers examining their reflections about the quality of the texts they assessed. Regarding chatbot-generated texts, we found a passing rate range across the cohort (37.5 − 85.7%) and a chatbot-written suspicion range (14-23%). Regarding the student-written texts, we identified patterns of downgrading, suggesting that teachers were more critical when grading student-written texts. Drawing on post-phenomenology and mediation theory, we discuss AI chatbots as a potentially disruptive technology in higher education practices.
AI chatbots have recently fuelled debate regarding education practices in higher education institutions worldwide. Focusing on Generative AI and ChatGPT in particular, our study examines how AI chatbots impact university teachers' assessment practices, exploring teachers' perceptions about how ChatGPT performs in response to home examination prompts in undergraduate contexts. University teachers (n = 24) from four different departments in humanities and social sciences participated in Turing Test-inspired experiments, where they blindly assessed student and ChatGPT-written responses to home examination questions. Additionally, we conducted semi-structured interviews in focus groups with the same teachers examining their reflections about the quality of the texts they assessed. Regarding chatbot-generated texts, we found a passing rate range across the cohort (37.5 - 85.7%) and a chatbot-written suspicion range (14-23%). Regarding the student-written texts, we identified patterns of downgrading, suggesting that teachers were more critical when grading student-written texts. Drawing on post-phenomenology and mediation theory, we discuss AI chatbots as a potentially disruptive technology in higher education practices.
Author McGrath, Cormac
Bolander-Laksov, Klara
Farazouli, Alexandra
Cerratto-Pargman, Teresa
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  surname: Bolander-Laksov
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Snippet AI chatbots have recently fuelled debate regarding education practices in higher education institutions worldwide. Focusing on Generative AI and ChatGPT in...
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StartPage 363
SubjectTerms AI-chatbots
assessment
Behavior Theories
Chatbots
Educational Practices
Focus Groups
Higher education
home examination
Human-computer interaction
Interviews
Mediation
Mediation Theory
Phenomenology
Semi Structured Interviews
Social sciences
Teachers
Turing test
Undergraduate education
University faculty
Title Hello GPT! Goodbye home examination? An exploratory study of AI chatbots impact on university teachers' assessment practices
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Volume 49
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