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Creating Assessments with AI

This collection highlights how AI and ChatGPT can be used to develop classroom assessments. The resources provide suggestions for using AI to develop (1) low-stakes formative assessments for gauging learning, and (2) summative assessments used for evaluating students' mastery of course content.

Assessment of Learning
Updated December 2024
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Michelle Hock
Ed.D. Cohort Manager
Curriculum Instruction & Special Education
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01

ChatGPT Prompts That Make Assessment Faster and Easier

Zawan Al Bulushi

In this YouTube video, Zawan Al Bulushi (University of Arizona) provides examples of how ChatGPT can be used to create assessments, provide feedback, and evaluate/grade students' work. She also shares a link to her blog, which contains additional examples of specific prompts for generating quizzes and rubrics.

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Michelle Hock

I find that the examples in this video are clear and concise, which makes it easy to see how ChatGPT can be used across a variety of disciplinary contexts to make assessment and grading easier and more efficient.

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02

Quick Creation of Exemplars for Assessments

Selena Woodward

Providing students with exemplars (or models) of successful assessment products is part of cultivating a fair, responsive classroom. Selena Woodward’s YouTube video shows how ChatGPT can be taught success criteria for an assessment, then used to quickly generate exemplars that can be shared with students.

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Michelle Hock

In my experience, teaching success criteria to ChatGPT is a great way to quickly and efficiently develop assessment product exemplars that can guide students' work. In providing students with exemplars, I can make expectations clearer, which helps me to cultivate a fairer, more equitable classroom.

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03

Using ChatGPT for Creating Multiple- and Single-Choice Exam Questions

R/exams

Multiple- and single-choice questions can be used to assess a range of knowledge and skills; however, they can often be time-consuming to create. This website describes how ChatGPT can efficiently generate effective distractors (i.e., incorrect answers to multiple-choice questions) that improve the quality of these item types.

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Michelle Hock

I believe this website provides a clear, easy-to-follow overview for how ChatGPT can help instructors write more effective multiple-choice items.

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Large language models such as ChatGPT have received much attention in recent months. There has been a lot of praise, but also criticism. One of the issues raised was that ChatGPT makes up answers to questions, and does so in a way that the answers appear plausible to readers not familiar with the subject. This might be harmful behavior in many instances, especially in academic settings, but there might also be an application: Creating multiple-choice and single-choice questions for exams.

Multiple-choice and single-choice questions are commonly used in assessments, exams, and surveys. They are popular because they can be quickly and efficiently graded by computers or instructors for many test-takers. However, creating high-quality questions in multiple-choice or single-choice format is challenging and time-consuming for various reasons:

  • Questions must be unambiguous, and the false answers must be plausible enough to make the question challenging.

  • Test-takers should have to distinguish right from wrong answers based on the substantive content of the answers, and not from the way how answers are formulated.

  • Questions need to be updated regularly (e.g., every semester) if test-takers can collect and distribute them to future test-takers.

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04

Using ChatGPT to Design a Performance Task

Michelle Hock

This screencast provides a walk-through of how ChatGPT can be used to generate direction sets and rubrics for performance tasks and authentic assessments, such as extended projects that require the application and transfer of real-world skills (e.g., writing screenplays, designing scientific experiments, etc.).

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Michelle Hock

To me, this video effectively demonstrates how ChatGPT can be used to generate performance task directions and rubrics across a variety of disciplines. Following the process described in the screencast, I have been able to create tasks that are engaging, relevant to course goals, and modified to account for students’ diverse learning needs and preferences.

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