Can we and should we use artificial intelligence for formative assessment in science?

Abstract

Journal of Research in Science TeachingEarly View COMMENT Can we and should we use artificial intelligence for formative assessment in science? Tingting Li, Corresponding Author Tingting Li [email protected] orcid.org/0000-0002-5692-2042 Department of Counseling, Educational Psychology, and Special Education, College of Education, Michigan State University, East Lansing, Michigan, USA CREATE for STEM Institute, College of Education, Michigan State University, East Lansing, Michigan, USA Correspondence Tingting Li, Department of Counseling, Educational Psychology, and Special Education, College of Education, Michigan State University, East Lansing, MI, USA. Email: [email protected]Search for more papers by this authorEmily Reigh, Emily Reigh orcid.org/0000-0003-0922-3537 Berkeley School of Education, University of California, Berkeley, California, USASearch for more papers by this authorPeng He, Peng He orcid.org/0000-0002-2877-0117 Department of Counseling, Educational Psychology, and Special Education, College of Education, Michigan State University, East Lansing, Michigan, USA CREATE for STEM Institute, College of Education, Michigan State University, East Lansing, Michigan, USASearch for more papers by this authorEmily Adah Miller, Emily Adah Miller orcid.org/0000-0003-3473-5729 Mary Frances Early College of Education, University of Georgia, Athens, Georgia, USASearch for more papers by this author Tingting Li, Corresponding Author Tingting Li [email protected] orcid.org/0000-0002-5692-2042 Department of Counseling, Educational Psychology, and Special Education, College of Education, Michigan State University, East Lansing, Michigan, USA CREATE for STEM Institute, College of Education, Michigan State University, East Lansing, Michigan, USA Correspondence Tingting Li, Department of Counseling, Educational Psychology, and Special Education, College of Education, Michigan State University, East Lansing, MI, USA. Email: [email protected]Search for more papers by this authorEmily Reigh, Emily Reigh orcid.org/0000-0003-0922-3537 Berkeley School of Education, University of California, Berkeley, California, USASearch for more papers by this authorPeng He, Peng He orcid.org/0000-0002-2877-0117 Department of Counseling, Educational Psychology, and Special Education, College of Education, Michigan State University, East Lansing, Michigan, USA CREATE for STEM Institute, College of Education, Michigan State University, East Lansing, Michigan, USASearch for more papers by this authorEmily Adah Miller, Emily Adah Miller orcid.org/0000-0003-3473-5729 Mary Frances Early College of Education, University of Georgia, Athens, Georgia, USASearch for more papers by this author First published: 10 May 2023 https://doi.org/10.1002/tea.21867 All authors have made equal and significant contributions to this paper. Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Early ViewOnline Version of Record before inclusion in an issue RelatedInformation