Module 4 : AI for Assessment

    Module 4 was one of the most practical and eye-opening stages of this course because it focused on the role of artificial intelligence in assessment. Before starting, I used to think of evaluation mainly in terms of traditional quizzes, written assignments, and rubrics that I designed and graded myself. However, this experience showed me how AI can expand the possibilities of assessment, making it not only faster and more efficient but also more interactive and meaningful for students.

    One of the most valuable lessons I learned in this module was understanding the different types of assessment and their appropriate use. Formative assessment is ideal for monitoring student progress during the learning process and giving immediate feedback to help them improve, which I now consider essential for every lesson. Summative assessment, on the other hand, is meant to measure achievement at the end of a unit or course, so I would apply it for final projects or exams. Finally, diagnostic assessment is perfect at the beginning of a course to identify prior knowledge and set realistic learning goals. Knowing when and how to apply each type gave me a clearer understanding of assessment as a flexible and purposeful process rather than a single event.

    With this new perspective, I explored different tools that demonstrated how AI can support teachers in creating effective and engaging assessments. With MagicSchool, for example, I was able to design quizzes, rubrics, and guided practices in minutes. What impressed me the most was its ability to adapt questions for different proficiency levels, which is extremely helpful in mixed-ability classrooms. Wayground (Quizizz) was another tool that completely changed my idea of quizzes by turning them into interactive, gamified experiences. This approach reduces stress, motivates learners, and still provides meaningful data for teachers.

    I also used Google Classroom to create assessments that went beyond simply attaching documents. I experimented with discussion forums where students could share reflections, videos with embedded questions that checked listening comprehension, and guided practices directly in the platform. These features showed me that assessment can be an ongoing process that includes practice, collaboration, and feedback all in one space.

    Another important part of the module was attending a webinar on AI in education, which reminded me of the ethical responsibility teachers have when using AI, such as avoiding bias and always reviewing AI-generated evaluations.

    Overall, this module helped me see assessment as continuous, adaptive, and student-centered. Moving forward, I plan to use MagicSchool for differentiated quizzes, Quizizz for interactive evaluations, and Google Classroom for blended activities. Thanks to this experience, I now feel confident using AI to create assessments that are faster, more personalized, and more engaging, while keeping the teacher’s judgment at the center of the process.