A critical deconstruction of computer-based test application in Turkish State University

Artificial Intelligence for Student Assessment: A Systematic Review

“…We found that most of them focus on formative assessment, either implicitly or explicitly mentioning it. It is striking that three of the papers that do not use AI for formative assessment are linked to the assessment of English [27,44,50]. As for the papers that focus on formative assessment, it is clear that the idea of using AI for this task lies in the help that this technology can provide to teachers when they have a large number of students [41], or based on the idea that learning improves the more immediate the feedback given to students [21].…”

“…Other works also touch on pedagogical aspects, although only descriptively in the theoretical framework. Thus, two of the works talk about this type of AI-based assessment for the development of competences in the subject [35,36], three of them determine the need to give early feedback as an essential aspect in the educational process [22,37,42], one of the works determines that error detection is essential to achieve a better understanding and for pedagogical decision-making [40] and, finally, another work determines in the conclusions that it is necessary to incorporate a critical pedagogical stance at all levels for a better incorporation of this technology in education [50].…”

“…Some of them explicitly mention this type of evaluation, while others can be extrapolated from what is described in the work. Three of the papers that do not use formative assessment focus on the use of AI in English language teaching [27,44,50], another two used AI in secondary education [43,47] and the other two in mathematics, but at university level [48,49].…”

“…The study by Maicher et al [45] goes along the same lines by automatically assessing and grading medical students' collection of patient information. Ulum [50] describes the Turkish State University's application for assessing students' English language proficiency. This AI-based application establishes a grade automatically.…”

İngilizce öğretiminde eleştirel pedagoji ve eleştirel teknoloji kuramı

“…The VET exam has been exposed to criticisms by Chun (2008) who maintains that authenticity of the exam needs to be questioned because Chun (2008) emphasizes that technological expediency and impact should be interrogated in order to provide authentic interaction between test takers and test input. Authenticity of ESL exams has been discussed considerably so that learners could encounter authentic materials and conversations (Chun, 2006;Lewkowicz, 2000;Lumley & Brown, 1998;Ulum, 2020) Similarly, Downey et al (2008) articulate that language tests might be constructed independent of their authentic contexts, which leads to decontextualization. Therefore, technical assessment of language skills is questioned well by Chun (2008).…”