Introduction
The implementation of artificial intelligence in English language education is becoming more and more evident nowadays due to its multiple benefits. AI can help teachers plan their classes and projects with just a prompt, but not only that, it can also help in the creation of assessments to see the progress and level of the student at the end of the course as well as give feedback on a specific activity in the same way as a teacher would do when reviewing an assignment. Module IV covers those last aspects about the creation of formative and summative assessments using AI, instruments to help assess students such as rubrics, and how to use AI to generate enriching feedback for the student. So, my thoughts or expectations at the beginning of this module were great because although AI during this course had helped us to create content, I had never really thought about what we could use to personalize feedback to our students in a coherent way that would help them. I thought that feedback was something that the teacher had to do traditionally, but this module showed me new ways of using IA that were going to change my way of teaching completely.
Development
In module IV, I learned many key concepts about the assessments we can give our students to know their level of understanding of a subject. A key concept in this module was the use of Artificial Intelligence in the creation of formative activities since AI can help us in the creation of content in this type of assessment is no exception using tools such as Quizizz, Kahoot, Quizalize or Questionwell we can create formative activities that can help us to evaluate the knowledge of students on a particular topic as we learned that AI is not only limited to only formative assessment but it can be applied to a project using the project-based learning method that we can have in our group of students being this a presentation, or gallery exposing something for example, or summative as final presentations, or final tests; I consider that the learning of this concept was one of the most important things of this module. On the other hand, a key concept of this module was the tools learned to create rubrics, checklists, and observation sheets. Using tools like Chat GPT, Claude, or more specific ones like Magic School, we can develop these kinds of evaluation sheets adapting them to the type of activity and content to be evaluated. Also, I should mention that a key concept was the feedback using AI through a prompt we can be able to program an AI to give answers to a question or make the student reason about his answer giving him advice and personalized feedback according to the subject to evaluate being key again Chat GPT, Claude for this function. These concepts completely challenge my understanding of English language teaching, my way of planning feedback, and activity rubrics like assessment creation. I would spend many hours doing formative assessments for classes, but by using the tools mentioned, like Quizizz, Kahoot, and Quizalize, the time to do them is considerably reduced. Besides, their way of evaluating through games and dynamic models makes students not feel bored or overwhelmed by these tests. Also, the creation of feedback, this concept challenges my understanding of English language teaching since I considered AI for many things but not for feedback because I didn't know how to avoid errors or explain things that might not be correct.
Now, thanks to this module, that has changed. I know that with a good prompt, I can make AI give personalized feedback to my students regardless of the subject or topic at hand. This is beneficial for both because I, as a teacher, can be more productive, and they, as students, have a continuous educational process. The concepts learned in this module will greatly help my teacher training. About the learned concepts, I plan to use them for the creation of rubrics and checklists for evaluated activities, always paying attention to possible errors through a correct prompt. I think I can obtain good results this way.
On the other hand, for creating assessments using tools like Quizizz, Kahoot, Quizalize, or Quizwell, I plan to do assessments to keep my students engaged with the class and also, in a fun way, know how they are progressing in their understanding of the subject and identify areas where I can help them if necessary. Also, I plan to use the concept of personalized feedback by teaching my students the correct use of a prompt which allows them to program an AI for themselves to be a corrector of errors they might have and be corrected while they practice. This will greatly facilitate my work with my groups, especially if they are large groups.
Conclusion and key learnings
The knowledge I have learned in this module has greatly changed the ideas I had previously about my learning methods. This module has influenced my methods of creating summative activities. Before, I could think of a quiz using pencil and paper pages or using Google Forms writing every element one by one, but using the knowledge learned during this module, I can now be more productive by assigning an artificial intelligence to create questions about a text to be evaluated and send that document so that the quiz is created automatically, always checking that everything is in order. It's something impressive that has greatly opened up my way of doing these types of evaluations. It has also influenced my methods of creating resources, as before I had to make a table in Excel and put what I wanted in each element. In this module, I learned how AI can provide quality rubrics according to what we want. It's also important to mention that this module influenced my way of giving feedback to students. Now AI can be used to review tasks or activities and give personalized feedback on that specific work. AI can also be used to give real-time feedback on exercises that students are doing. This module changed several elements of my teaching methods to improve myself as a teacher.
A specific activity where I could apply what I learned in this module would be an evaluation of conditionals in English. Using ChatGPT, I would create sentences and cases to test students' learning. I would ask ChatGPT to include possible answers and then pass that document to Kahoot or Quizalize where I could make the quiz automatically. I could also ask Claude for a checklist with objectives that students meet the learning standards on that topic. I would evaluate the activity, and if the results were negative, then I would program an AI and give the prompt to my students so that at home or during class they could start creating their examples and practice the structure of conditionals as a review, but at the same time, the AI would give them feedback on their errors. This is an example of how I would use what I learned in class for a lesson. AI for assessment is a useful element that can give great results if we know how to use it.
Content created with AI
Some contents created with AI during this Module IV are the next:
Quiz created on Blooket exported from Quizalize about the simple present tense
Quiz created on Quizalize about the Irregular verbs in English
Link: zzi.sh/amb6734
Quiz created on Quizizz exported from Quizalize about the adjectives describing people in English.
Quiz created on Kahoot exported from Quizalize about the Presente Continuous.
Link: https://kahoot.it/challenge/03261144?challenge-id=2b5166d5-324c-4ef6-bed3-1cb2c1b8932f_1723229613951
Quiz Created with Quizzis exported from QuestionWell about a video of how Ask for and Give Directions in English
Link of the video in which this quiz is based on: Asking for and Giving Directions (youtube.com)
Using Chat GPT to create instruments (rubrics) and revised the student's work.
Prompts used:
Act like an ELT expert. Create a 30-minute activity to practice students' writing on the topic "what did you do on their summer vacation". The level of the students is B1. Add step-by-step instructions for what the teacher will do in the activity. Provide the activity instruction in a table form. Adds a rubric to grade their work in a table form too.
Now I will send you some work texts, and I want you to grade them using the rubric you generated. Point out any errors in grammar, punctuation, spelling, clarity. And provide feedback and recommendations depending on the error.
Link of the test:
Project Based Learning (PLB) created using AI:
Using Magic school tool:
PLB for a presentation using Claude:
PBL for a presentation using Chat GPT:
Prompts used in the AIs
1- Act as an ELT expert and design a presentation project for students to show historical event in human history of their choice. They will present to their classmates their selected story fact using the English vocabulary obtained during this course. Provide a step-by-step explanation of what students need to do to carry out this project. Include deadlines to meet and the final date of the presentation is August 29th.
2- Now, design a Rubric of 5 points at maximum to evaluate the project presentation that you provided me. Give me the table in table format.
Using AI to provide students personalized feedback about the preposition on, in, at
Prompt used
1- Hello Claude. Act like an English grammar
expert. Every time I ask you for assistance to generate sentences with
preposition of place (in, on, at), you are going to provide me with some help.
Don't give me the answer first. Instead, ask me questions about why I think
this sentence is correct. Only after I provide you with an explanation, please
go ahead and correct me. When you do it, please explain me why my sentence is
correct and provide the right version of the sentence. Use this information to
validate your answers: In Usage: Refers to something within a
space or a period of time. * Place: Used for larger areas such as
countries, cities, or closed spaces. * Time: Used for longer periods
like months, years, centuries, or parts of the day. Examples: * Place:
She lives in New York. (city) * Time: He s born in 1990. (year) At Usage:
Refers to a specific point or a precise location in time or space. * Place:
Used for specific addresses or locations. * Time: Used for exact times. Examples:
* Place: She is at the bus stop. (specific location) * Time:
The meeting is at 3 PM. (specific time) On Usage: Refers
to a surface or a specific day or date. * Place: Used for surfaces or
positions on a surface. * Time: Used for days and dates. Examples:
* Place: The book is on the table. (surface) * Time: His
birthday is on Monday. (day) Summary: * In: Enclosed space (in a
box), parts of the day (in the morning), longer periods (in June). * At:
Specific points (at the corner), precise times (at 6 o'clock). * On:
Surfaces (on the ll), specific
days/dates (on Friday, on July 4th).
Result of the prompt providing Claude 4 sentences to give feedback:
I chose these AI tools because they demonstrate the variety of options available for creating assessments. These tools significantly reduce time investment without compromising evaluation quality. Additionally, they showcase how AI can be programmed to review work and provide students with appropriate feedback. Also, these AIs illustrates how with proper prompting and practice, we can streamline this work. We can create engaging and effective materials that not only captivate students but also facilitate their English language learning process. This approach demonstrates the potential of AI to revolutionize both assessment creation and the learning experience itself.
hello wilson! i already read your blog and it is a pleasure to read it because you really made a great job. you explained very well the tools, their function, and everything!! i like your blog because you give many details about how you use the AI and i know that you will use all the information gained in a future . i know that you as many of us did not have the knowledge about many AI tools but now it is totally different and you are going to apply in your classes.
ReplyDeleteHi, Wilson! The points you highlight in your work should make any teacher reflect upon the way feedback is given to students. As you state, feedback is not limited to traditional tasks; nowadays, teachers might enrich feedback with the use of AI tools such as the ones we discovered in this module.
ReplyDeleteGreetings,
Diana Campos
Hellos Wilson! I am really surprise since this is such a nice blog in whit you were describibg all the elements that the teacher gave us during this module. I could remind how useful these tools are while assesing students.
ReplyDeleteHello Wilson, I could see your are very engaged with these topics, I have been checking some of the activities you create and present in this blog, I consider them interesting for students. I share with you the idea that we can use AI to give real-time feedback for students, if it is in class, we can even create a discussion about why the group consider something is correct or not, and learning will be meaningful, doing this we are solving doubts by opinions and not by questions (they usually don't share). I liked the way you organized your blog, and also the content you share, great blog!
ReplyDeleteHello, Wilson. I really enjoyed reading your blog. The AI tools you have used to create different materials for students are amazing and very useful. I liked the way you included every tool in students' improvement. Also, the prompt you created was complete and specific for the AI tool. I know that this learning process will continue but you are in the way to succeed in every step ahead. Go for it! Great job!
ReplyDelete