Research Article
Zara Ersozlu, Susan Ledger, Mark Babic, Robert Parkes
CONT ED TECHNOLOGY, Volume 18, Issue 3, Article No: ep674
ABSTRACT
Artificial intelligence (AI) is increasingly being explored in educational assessment, but its use in high-stakes performance contexts requires careful design to support quality, consistency, and human accountability. This study designed and evaluated an AI-supported workflow to assist assessors in marking teaching performance assessment (TPA) portfolios. TPA assessors first described how they usually evaluate portfolios, and this process was used to develop a meta-level rubric logic, prompts, and workflow for the AI agent. The workflow was tested by comparing human-only marking with AI supported marking in relation to time, accuracy, cognitive load, feedback quality, usability, bias, and fairness. The findings showed that the AI-supported workflow reduced marking time and perceived workload while supporting more structured, evidence-based feedback. It also contributed to greater consistency and fairness in the moderation process. The AI agent is positioned as a “third eye” that supports human judgement. Human assessors remain responsible for making final decisions and may accept, adapt or override AI-generated suggestions.
Keywords: GenAI, human-in-the-loop, cognitive load, time efficiency, judgement support, moderation, teaching performance assessment
Research Article
Katherina Gallardo, Leonardo Glasserman, Nohemi Rivera, Lizette Martínez-Cardiel
CONT ED TECHNOLOGY, Volume 15, Issue 2, Article No: ep415
ABSTRACT
A mixed-method study about the perception of students and faculty around learning assessment practices was conducted in a multicampus competency-based approached Mexican private university. The objective was getting new knowledge about higher education community perception around learning assessment practices, learning outcomes production and how authentic assessment was driven while working on different modalities during the pandemic: remote learning, synchronous hybrid learning, alternate hybrid learning, and on-site modality. A questionnaire, and an interview for faculty and focus groups for students were designed, validated, and conducted. A total of 281 faculty and 908 students participated in this study. The main quantitative results indicate that students who took on-site classes evaluate the variables better than those who took hybrid classes. In addition, students who took remote classes evaluate the authenticity variable better than those who took it in alternate hybrid modality. In the case of the faculty, only the equality variable showed significant differences between the reported modalities. Besides, the main qualitative results indicate that perceptions are quite different between faculty and students while getting their perceptions from an evaluation standards scope. Thus, their perspectives around equality, authenticity, feasibility, reliability and ethics were obtained and discussed against literature. The main conclusions of the study remarked that students and faculty were positive towards most of the execution of learning assessment and learning outcomes practices during the pandemic. Nevertheless, students’ preference of on-site modality was determined as the way they have more opportunities for interacting and learning more from assessment and feedback.
Keywords: innovation in education, competency-based education, higher education, learning outcomes, performance assessment