A study of the development of AI mediated assessment tasks and their application into practice in primary English classrooms

Abstract

The purpose of this study aims to develop AI mediated assessment tasks and put them into primary English teaching practice. Taking into account the teaching and assessment context of primary English teaching, and also the mainstream theories of process-oriented assessment, a model of AI chatbot mediated process-oriented assessment was developed. To conduct the research, five task types were selected; in line with this, AI chatbots were developed two times. After that, the chatbots were applied to primary English classes. According to the results of the study, the AI chatbots were operated properly after correcting operation errors that occurred at the first trial. The interaction between the chatbot and the students played a role as scaffolding, which could make the students progress in addressing the tasks; through this, especially some underachievers improved their English communication skills. However, there are still some issues that need to be addressed, such as designing AI chatbot tasks according to the English levels of the students as well as providing the teachers with in-service education programs regarding the chatbot platforms. Other issues needing further investigation were identified in the last part of the study.