Equipping First-Year Students to Perform Double-Loop Evaluations of their Work Using AI
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 (2023 : 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
Event
Rights Statement
This work is licensed under a Creative Commons Attribution 4.0 International License.
Audience
Faculty, Students
Recommended Citation
Codone, Susan, "Equipping First-Year Students to Perform Double-Loop Evaluations of their Work Using AI" (2024). Teaching and Learning with AI Conference Presentations. 93.
https://stars.library.ucf.edu/teachwithai/2024/tuesday/93
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.
