Equipping First-Year Students to Perform Double-Loop Evaluations of their Work Using AI

Susan Codone, Mercer University

Alternative Title

Equipping First-Year Students to Perform Double-Loop Evaluations of their Work Using Artificial Intelligence (AI)

Contributor

University of Central Florida. Faculty Center for Teaching and Learning; University of Central Florida. Division of Digital Learning; Teaching and Learning with AI Conference (2024 : Orlando, Fla.)

Location

Gold Coast I-II

Start Date

23-7-2024 2:45 PM

End Date

23-7-2024 3:15 PM

Publisher

University of Central Florida Libraries

Keywords:

Double-loop evaluation; Artificial intelligence; Technical writing; Higher-order thinking; Student reflection

Subjects

Academic writing--Study and teaching--Evaluation; Artificial intelligence--Computer-assisted instruction; Technical writing--Evaluation; Self-evaluation--Study and teaching; Writing--Computer-assisted instruction

Description

This presentation demonstrates methods from a first-year Introduction to Technical Writing course in which students used AI tools to perform a double-loop evaluation of writing. Students generated a rubric for each assignment and then judged it according to the assignment guidelines, activating higher-order thinking. Students then input the rubric into the AI along with their own writing to let the AI evaluate their work using the AI-generated rubric. Using this double-loop feedback, students edited their writing before final submission and reflected on this process.

Language

eng

Type

Presentation

Rights Statement

All Rights Reserved

Audience

Faculty, Students

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Jul 23rd, 2:45 PM Jul 23rd, 3:15 PM

Equipping First-Year Students to Perform Double-Loop Evaluations of their Work Using AI

Gold Coast I-II

This presentation demonstrates methods from a first-year Introduction to Technical Writing course in which students used AI tools to perform a double-loop evaluation of writing. Students generated a rubric for each assignment and then judged it according to the assignment guidelines, activating higher-order thinking. Students then input the rubric into the AI along with their own writing to let the AI evaluate their work using the AI-generated rubric. Using this double-loop feedback, students edited their writing before final submission and reflected on this process.