Document Type
Chapter
Abstract
This chapter describes the use of ChatGPT in a graduate class assignment and explores how Al can scaffold student work to promote successively higher levels of thinking. The assignment asked students to compose a "stacked evaluation" of school district technology plans, which included a rubric generated by ChatGPT, evaluation data generated by ChatGPT using the rubric criteria, and the students' evaluation of both the technology plan and of the ChatGPT evaluation. Student deliverables were more thorough than in previous semesters and included clear demarcation of Al-generated text and original writing. Because students asked ChatGPT to act in the persona of a school superintendent, their own writing took on a more formal tone as well, and using Al caused students to think on successively higher levels.
Journal/Book Title/Conference
Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions
Publisher
Utah State University
Publication Date
2024
First Page
405
Last Page
416
Recommended Citation
Codone, Susan, "35. Using Generative AI to Perform Stacked Evaluations of Educational Documents: Provoking Students to Think on Successively Higher Levels" (2024). Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions. Paper 6.
https://digitalcommons.usu.edu/teachingai/6