Assessment in Digital Pedagogical Communication Amid the Release of ChatGPT
DOI:
https://doi.org/10.58425/jetm.v3i2.304Keywords:
Assessment, education, ICT, Chat GPT, AI, learnersAbstract
Aim: This study aimed to evaluate the integration of digital assessment tools in Moroccan education and explore educators’ perspectives on ChatGPT’s impact on pedagogical practices.
Methods: The study adopted a survey structure, targeting a total of 100 educators. A SWOT analysis for a broad view of the study was conducted.
Results: The AI tool provides quick, well-formulated answers to a variety of questions, and this has encouraged students to take advantage of the situation. Educators, for their part, are required to significantly enhance their efforts in assessment in light of the use of ChatGPT among students.The survey revealed that 78% of respondents prefer paper-based evaluation over digital tools. Additionally, 65% highlighted the need for ethical guidelines to govern the use of ChatGPT in education, while the majority of our target believe that this AI-based tool is a threat to the educational system (60%), 34% think that it depends on how this tool is used, and 6% consider it as an aid.
Conclusion: Researchers and decision makers are still analyzing and looking up ways to make its use appropriate and ethical for both educators and learners.
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