Feedback 2.0 - från AI till penna: En undersökning av AI-genererad formativ bedömning av debattartiklar

Abstract

This study explores how AI-generated feedback affects high school students’ writing. Twenty-four students got feedback on their debate articles from ChatGPT 3.5 and then revised their texts based on this feedback. The majority of the students’ texts improved in quality after using at least two feedback comments from AI. However, some students struggled to understand the feedback fully, highlighting the need for teachers to include an explicit dialogue to elaborate the feedback. This study contributes to the limited existing research on the integration of AI in assessment and wishes to provide insights into its potential benefits and limitations in supporting students’ ability to develop their texts.