AI-ASSISTED WRITING TOOLS FOR STUDENT SELF-ASSESSMENT. INVESTIGATION ON TEACHERS’ PERCEPTIONS AND PRACTICES

Laura Sara Agrati, Arianna Beri

Abstract


The proposal aims to reflect on the potential of AI-assisted writing tools in school assessment practice. The results of a questionnaire on the perceptions and practices of 549 teachers regarding the tools - such as ChatGPT, CoPilot and DeepLWrite - used for the self-correction of written composition errors by students are presented. A varied picture emerges, a ‘mixture of sentiments’ ranging from ‘fear’ due to lack of knowledge to ‘certainty’ of the usefulness of their use.


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DOI: https://doi.org/10.32043/gsd.v9i1.1351

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