Creating assessments with AIg: tools and processes

Créer des évaluations avec les IAg: outils et process

Céline Averseng ()
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Céline Averseng: MRM - Montpellier Research in Management - UM1 - Université Montpellier 1 - UPVM - Université Paul-Valéry - Montpellier 3 - UM2 - Université Montpellier 2 - Sciences et Techniques - UPVD - Université de Perpignan Via Domitia - Groupe Sup de Co Montpellier (GSCM) - Montpellier Business School, MRM-SI - Montpellier Research in Management - Systèmes d’Information - MRM - Montpellier Research in Management - UPVD - Université de Perpignan Via Domitia - UM - Université de Montpellier

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Abstract: This article explores the impact of generative artificial intelligence (gAI) on assessment in higher education management. While tools such as ChatGPT and Wooflash offer possibilities for personalization and automation, their adoption also raises ethical and pedagogical challenges. Through experiments on different platforms, the study examines the creation of multiple-choice, computed, and cloze questions and evaluates the relevance of the generated answers. While gAI reduces the workload for instructors and enriches question banks, its use raises concerns about algorithmic transparency, technological dependence, and fairness in assessment. Practical recommendations are proposed, including particular attention to the formulation of prompts and the integration of human feedback into assessments. In conclusion, although promising, gAI should be considered as a complement to traditional assessment practices to ensure fair and pedagogically sound evaluation.

Keywords: Création de QCM avec IA; enseignement; éthique; IAg; pédagogie (search for similar items in EconPapers)
Date: 2025
Note: View the original document on HAL open archive server: https://hal.science/hal-05380970v1
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Published in 2025, ⟨10.36863/mds.a.36943⟩

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Persistent link: https://EconPapers.repec.org/RePEc:hal:journl:hal-05380970

DOI: 10.36863/mds.a.36943

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