Artificial intelligence on the advance to enhance educational assessment: scientific clickbait or genuine gamechanger?

Autor/inn/en	Zehner, Fabian; Hahnel, Carolin
Titel	Artificial intelligence on the advance to enhance educational assessment: scientific clickbait or genuine gamechanger?
Quelle	In: Journal of computer assisted learning, 39 (2023) 3, S. 695-702Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1365-2729
DOI	10.1111/jcal.12810
Schlagwörter	Empirische Forschung; Künstliche Intelligenz; Leistungsbeurteilung; Textanalyse; Datenanalyse; Technologiebasiertes Testen; Wissenschaft; Terminologie; Logdatei; Datenverarbeitung
Abstract	Contributions in the Special Issue: The special issue assembles papers centring around log data analysis, natural language processing, and machine learning used to advance educational assessment. They demonstrate how semi- and unstructured data such as log and text data can, despite their challenging nature, be handled appropriately to benefit educational assessment. In this editorial, we contextualize the special issue's contributions within the diverse field of modern technology-based assessments. Reflection on Terminology: Moreover, we raise concerns about nowadays' use of the term artificial intelligence (AI) in scientific communication. While the contribution of AI to scientific progress is indisputable, the mere use of methods that have evolved within AI research does not necessarily render tools or studies AI-related. We argue that academics have the social responsibility to adopt accurate terminology, given it is integral to scientific rigour and proper scientific communication. Implications: In view of the inflationary use of the term AI in science, we propose a scheme to locate one's research in the field by focusing on (1) the type of data, (2) the processing involved, and (3) the output of a study and the actions derived from it, which are situated within the (4) scope of a study. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2024/1