Observing how a student tries to solve a problem and deciding what to do next to advance their learning is central to teaching. But evaluating that skill — known as “professional noticing” — is challenging, and teachers rarely get feedback soon enough to use it in the moment.
A team of researchers wants to know whether artificial intelligence (AI) may hold the key to faster, more useful feedback that can improve teaching and learning.
With support from the National Science Foundation, researchers are studying whether commercially available generative AI tools can accurately assess professional noticing in mathematics instruction and provide helpful guidance more quickly than humans.
Molly Fisher, a professor in Rowan University’s College of Education, and a team from the University of Kentucky College of Education will use Claude, ChatGPT and a third tool, to be selected, to assess noticing among 150 in-service and preservice math teachers.
Source: EdSurge — Read the full article on the original site ↗