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In a notable shift toward sanctioned use of AI in schools, some educators in grades 3–12 are now using a ChatGPT-powered grading tool called Writable, reports Axios. The tool, acquired last summer by Houghton Mifflin Harcourt, is designed to streamline the grading process, potentially offering time-saving benefits for teachers. But is it a good idea to outsource critical feedback to a machine?
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"Make feedback more actionable with AI suggestions delivered to teachers as the writing happens," Writable promises on its AI website. "Target specific areas for improvement with powerful, rubric-aligned comments, and save grading time with AI-generated draft scores." The service also provides AI-written writing-prompt suggestions: "Input any topic and instantly receive unique prompts that engage students and are tailored to your classroom needs."
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The reliance on AI for grading will likely have drawbacks. Automated grading might encourage some educators to take shortcuts, diminishing the value of personalized feedback. Over time, the augmentation from AI may allow teachers to be less familiar with the material they are teaching. The use of cloud-based AI tools may have privacy implications for teachers and students. Also, ChatGPT isn't a perfect analyst. It can get things wrong and potentially confabulate (make up) false information, possibly misinterpret a student's work, or provide erroneous information in lesson plans.
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there's a divide among parents regarding the use of AI in evaluating students' academic performance. A recent poll of parents revealed mixed opinions, with nearly half of the respondents open to the idea of AI-assisted grading.As the generative AI craze permeates every space, it's no surprise that Writable isn't the only AI-powered grading tool on the market. Others include Crowdmark, Gradescope, and EssayGrader. McGraw Hill is reportedly developing similar technology aimed at enhancing teacher assessment and feedback.
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(Score: 2) by Reziac on Wednesday March 13 2024, @01:21AM (2 children)
"What I see as the main role of testing in our educational system today is helping the adults identify which kids we've decided it's OK to discriminate against."
This was very definitely not how my many wonderful teachers thought. Rather, that they needed to work harder on that student, at least if the student expressed even the vaguest interest in learning. Or determine if maybe the student needed an entirely different class.
But I was in school before teaching to the test.
And there is no Alkibiades to come back and save us from ourselves.
(Score: 2) by Thexalon on Wednesday March 13 2024, @02:56AM (1 child)
It also matters quite a bit where you were in school. For example, my school system was a wide mix of backgrounds, and a lot of effort was put into tracking kids into the "right" spots. And I couldn't help but notice a strong correlation between mom & dad's money and how smart the kids allegedly were.
I've seen very different dynamics in play in, say, wealthy suburbs of Boston, and one of the rougher schools in inner-city Cleveland.
I had some truly wonderful teachers too. But they were working in a system that did not reward them for helping the worst students.
"Think of how stupid the average person is. Then realize half of 'em are stupider than that." - George Carlin
(Score: 2) by Reziac on Wednesday March 13 2024, @03:37AM
I went to school mostly in the Northern Wastes of Montana. We were very slow to get the rot, and quality teaching persisted well after the rot had hit more 'progressive' areas. (Whole Word Recognition hit Minnesota at least 15 years earlier.) Was still not seeing negatives here when I moved to SoCal in 1984... where it was immediately evident that schools were not all they could be; I was astonished by the vapid and emptyheaded kids. Now back in Northern Wastes... difference is again obvious.
So, yeah, I'm sure it's variable everywhere.
I'm glad to have had the educational experience I did.
And there is no Alkibiades to come back and save us from ourselves.