Abstract
Since 2022, with the launch of ChatGPT, artificial intelligence has been a hot topic, especially in education. Focusing on the educational environment, much has been asked about the implications of the popularization of AI tools. Drawing from teaching and research experiences, this study shares initial observations on a research project that aligns with these considerations. The research proposes to work on generative AI (GenAI) to provide feedback to high school students in the United States through an educational platform called CGScholar. To do so, GenAI is used in a very guided way, following a specific rubric to provide feedback to students’ writing that is consistent with the curriculum. Thus, in designing the research, a rubric is essential to measuring the quality of the GAI feedback provided. To do so, the authors of this proposal worked on a specific rubric that combined the content expected by students both from the Generation Science Standards (NGSS) and The Common Core Writing Standards, since these are national guidelines for high school students’ writing and science development. Thus, in this paper we focus on the ongoing research, mainly on the process of creating a rubric that corresponds, in terms of pedagogy, to the knowledge processes part of the multiliteracies pedagogy by Kalantzis and Cope (2015, 2023), which involves experiencing, conceptualizing, analyzing and applying. Therefore, we pshare the research experience and its early results, especially considering that using a rubric in GAI environments can be a crucial pedagogical decision.
Presenters
Vania CastroStudent, Teaching Assistant Professor, University of Illinois Urbana-Champaign, Illinois, United States Raigul Zheldibayeva
Lecturer, Zhetysu University, Kazakhstan Ana Karina de Oliveira Nascimento
Professor, Department of Foreign Languages, Universidade Federal de Sergipe, Brazil
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Rubric, Generative AI, NGSS, Common Core, Knowledge Processes
