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The new large language model was created by harvesting \u003c/span>\u003ca href=\"https://www.sciencefocus.com/future-technology/gpt-3\">\u003cspan style=\"font-weight: 400\">300 billion words\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from books, articles and online writing, which include racist falsehoods and reflect writers’ implicit biases. Biased training data is likely to generate biased advice, answers and essays. Garbage in, garbage out. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers are starting to document how AI bias manifests in unexpected ways. Inside the research and development arm of the giant testing organization ETS, which administers the SAT, a pair of investigators pitted man against machine in evaluating more than 13,000 essays written by students in grades 8 to 12. They discovered that the AI model that powers ChatGPT penalized Asian American students more than other races and ethnicities in grading the essays. This was purely a research exercise and these essays and machine scores weren’t used in any of ETS’s assessments. But the organization shared its analysis with me to warn schools and teachers about the potential for racial bias when using ChatGPT or other AI apps in the classroom.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>AI and humans scored essays differently by race and ethnicity\u003c/b>\u003c/h2>\n\u003cfigure id=\"attachment_64143\" class=\"wp-caption aligncenter\" style=\"max-width: 1226px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64143\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image1.png\" alt=\"\" width=\"1226\" height=\"664\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image1.png 1226w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image1-800x433.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image1-1020x552.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image1-160x87.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image1-768x416.png 768w\" sizes=\"(max-width: 1226px) 100vw, 1226px\">\u003cfigcaption class=\"wp-caption-text\">“Diff” is the difference between the average score given by humans and GPT-4o in this experiment. “Adj. Diff” adjusts this raw number for the randomness of human ratings. \u003ccite>(Source: Table from Matt Johnson & Mo Zhang “Using GPT-4o to Score Persuade 2.0 Independent Items” ETS, June 2024 draft)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Take a little bit of caution and do some evaluation of the scores before presenting them to students,” said Mo Zhang, one of the ETS researchers who conducted the analysis. “There are methods for doing this and you don’t want to take people who specialize in educational measurement out of the equation.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That might sound self-serving for an employee of a company that specializes in educational measurement. But Zhang’s advice is worth heeding in the \u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">excitement to try new AI technology\u003c/a>. There are potential dangers as teachers save time by offloading \u003ca href=\"https://www.kqed.org/mindshift/63901/writing-researcher-finds-ai-feedback-better-than-i-thought\">grading work to a robot\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In ETS’s analysis, Zhang and her colleague Matt Johnson fed 13,121 essays into one of the latest versions of the AI model that powers ChatGPT, called GPT 4 Omni or simply \u003c/span>\u003ca href=\"https://openai.com/index/hello-gpt-4o/\">\u003cspan style=\"font-weight: 400\">GPT-4o\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. (This version was added to ChatGPT in May 2024, but when the researchers conducted this experiment they used the latest AI model through a different portal.) \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A little background about this \u003c/span>\u003ca href=\"https://zenodo.org/records/8221504\">\u003cspan style=\"font-weight: 400\">large bundle of essays\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: Students across the nation had originally written these essays between 2015 and 2019 as part of state standardized exams or classroom assessments. Their assignment had been to write an argumentative essay, such as “Should students be allowed to use cell phones in school?” The essays were collected to help scientists develop and test automated writing evaluation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each of the essays had been graded by expert raters of writing on a 1-to-6 point scale with 6 being the highest score. ETS asked GPT-4o to score them on the same six-point scale using the same scoring guide that the humans used. Neither man nor machine was told the race or ethnicity of the student, but researchers could see students’ demographic information in the datasets that accompany these essays.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">GPT-4o marked the essays almost a point lower than the humans did. The average score across the 13,121 essays was 2.8 for GPT-4o and 3.7 for the humans. But Asian Americans were docked by an additional quarter point. Human evaluators gave Asian Americans a 4.3, on average, while GPT-4o gave them only a 3.2 – roughly a 1.1 point deduction. By contrast, the score difference between humans and GPT-4o was only about 0.9 points for white, Black and Hispanic students. Imagine an ice cream truck that kept shaving off an extra quarter scoop only from the cones of Asian American kids. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Clearly, this doesn’t seem fair,” wrote Johnson and Zhang in an unpublished report they shared with me. Though the extra penalty for Asian Americans wasn’t terribly large, they said, it’s substantial enough that it shouldn’t be ignored. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers don’t know why GPT-4o issued lower grades than humans, and why it gave an extra penalty to Asian Americans. Zhang and Johnson described the AI system as a “huge black box” of algorithms that operate in ways “not fully understood by their own developers.” That inability to explain a student’s grade on a writing assignment makes the systems especially frustrating to use in schools.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64142\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64142\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image2.png\" alt=\"\" width=\"780\" height=\"552\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image2.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image2-160x113.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image2-768x544.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">This table compares GPT-4o scores with human scores on the same batch of 13,121 student essays, which were scored on a 1-to-6 scale. Numbers highlighted in green show exact score matches between GPT-4o and humans. Unhighlighted numbers show discrepancies. For example, there were 1,221 essays where humans awarded a 5 and GPT awarded 3. \u003ccite>(Source: Matt Johnson & Mo Zhang “Using GPT-4o to Score Persuade 2.0 Independent Items” ETS, June 2024 draft)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">This one study isn’t proof that AI is consistently underrating essays or biased against Asian Americans. Other versions of AI sometimes produce different results. A separate analysis of essay scoring by researchers from University of California, Irvine and Arizona State University found that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63809/ai-essay-grading-could-help-overburdened-teachers-but-researchers-say-it-needs-more-work\">\u003cspan style=\"font-weight: 400\">AI essay grades were just as frequently too high as they were too low\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That study, which used the 3.5 version of ChatGPT, did not scrutinize results by race and ethnicity.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I wondered if AI bias against Asian Americans was somehow connected to high achievement. Just as Asian Americans tend to score high on math and reading tests, Asian Americans, on average, were the strongest writers in this bundle of 13,000 essays. Even with the penalty, Asian Americans still had the highest essay scores, well above those of white, Black, Hispanic, Native American or multi-racial students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In both the ETS and UC-ASU essay studies, AI awarded far fewer perfect scores than humans did. For example, in this ETS study, humans awarded 732 perfect 6s, while GPT-4o gave out a grand total of only three. GPT’s stinginess with perfect scores might have affected a lot of Asian Americans who had received 6s from human raters.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">ETS’s researchers had asked GPT-4o to score the essays cold, without showing the chatbot any graded examples to calibrate its scores. It’s possible that a few sample essays or small tweaks to the grading instructions, or prompts, given to ChatGPT could reduce or eliminate the bias against Asian Americans. Perhaps the robot would be fairer to Asian Americans if it were explicitly prompted to “give out more perfect 6s.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The ETS researchers told me this wasn’t the first time that they’ve noticed Asian students treated differently by a robo-grader. Older automated essay graders, which used different algorithms, have sometimes done the opposite, giving Asians higher marks than human raters did. For example, an ETS automated scoring system developed more than a decade ago, called e-rater, tended to inflate scores for students from Korea, China, Taiwan and Hong Kong on their essays for the Test of English as a Foreign Language (TOEFL), according to a \u003c/span>\u003ca href=\"https://doi.org/10.1080/08957347.2012.635502\">\u003cspan style=\"font-weight: 400\">study published in 2012\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That may have been because some Asian students had memorized well-structured paragraphs, while humans easily noticed that the essays were off-topic. (The \u003c/span>\u003ca href=\"https://www.ets.org/erater/about.html\">\u003cspan style=\"font-weight: 400\">ETS website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> says it only relies on the e-rater score alone for practice tests, and uses it in conjunction with human scores for actual exams.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Asian Americans also garnered higher marks from an automated scoring system \u003c/span>\u003ca href=\"https://github.com/NAEP-AS-Challenge/reading-prediction\">\u003cspan style=\"font-weight: 400\">created during a coding competition in 2021\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and powered by BERT, which had been the most advanced algorithm before the current generation of large language models, such as GPT. Computer scientists put their experimental robo-grader through a series of tests and discovered that it \u003c/span>\u003ca href=\"https://link.springer.com/chapter/10.1007/978-3-031-11644-5_69\">\u003cspan style=\"font-weight: 400\">gave higher scores than humans did to Asian Americans’ open-response answers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on a reading comprehension test. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It was also unclear why BERT sometimes treated Asian Americans differently. But it illustrates how important it is to test these systems before we unleash them in schools. Based on educator enthusiasm, however, I fear this train has already left the station. In recent webinars, I’ve seen many teachers post in the chat window that they’re already using ChatGPT, Claude and other AI-powered apps to grade writing. That might be a time saver for teachers, but it could also be harming students. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-asian-american-ai-bias/\">\u003ci>\u003cspan style=\"font-weight: 400\">AI bias\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"The testing organization that administers the SAT analyzed more than 13,000 essays and found that the AI model that powers ChatGPT penalized Asian American students more than other races and ethnicities in grading.","status":"publish","parent":0,"modified":1720030680,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1518},"headData":{"title":"Researchers Warn of Potential for Racial Bias in AI Apps in the Classroom | KQED","description":"In an essay grading study, AI penalized Asian American students more than other students — but researchers don’t know why.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"In an essay grading study, AI penalized Asian American students more than other students — but researchers don’t know why.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Researchers Warn of Potential for Racial Bias in AI Apps in the Classroom","datePublished":"2024-07-08T03:00:32-07:00","dateModified":"2024-07-03T11:18:00-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/64139/researchers-warn-of-potential-for-racial-bias-in-ai-apps-in-the-classroom","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When ChatGPT was released to the public in November 2022, advocates and watchdogs warned about the potential for racial bias. The new large language model was created by harvesting \u003c/span>\u003ca href=\"https://www.sciencefocus.com/future-technology/gpt-3\">\u003cspan style=\"font-weight: 400\">300 billion words\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from books, articles and online writing, which include racist falsehoods and reflect writers’ implicit biases. Biased training data is likely to generate biased advice, answers and essays. Garbage in, garbage out. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers are starting to document how AI bias manifests in unexpected ways. Inside the research and development arm of the giant testing organization ETS, which administers the SAT, a pair of investigators pitted man against machine in evaluating more than 13,000 essays written by students in grades 8 to 12. They discovered that the AI model that powers ChatGPT penalized Asian American students more than other races and ethnicities in grading the essays. This was purely a research exercise and these essays and machine scores weren’t used in any of ETS’s assessments. But the organization shared its analysis with me to warn schools and teachers about the potential for racial bias when using ChatGPT or other AI apps in the classroom.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>AI and humans scored essays differently by race and ethnicity\u003c/b>\u003c/h2>\n\u003cfigure id=\"attachment_64143\" class=\"wp-caption aligncenter\" style=\"max-width: 1226px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64143\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image1.png\" alt=\"\" width=\"1226\" height=\"664\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image1.png 1226w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image1-800x433.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image1-1020x552.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image1-160x87.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image1-768x416.png 768w\" sizes=\"(max-width: 1226px) 100vw, 1226px\">\u003cfigcaption class=\"wp-caption-text\">“Diff” is the difference between the average score given by humans and GPT-4o in this experiment. “Adj. Diff” adjusts this raw number for the randomness of human ratings. \u003ccite>(Source: Table from Matt Johnson & Mo Zhang “Using GPT-4o to Score Persuade 2.0 Independent Items” ETS, June 2024 draft)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Take a little bit of caution and do some evaluation of the scores before presenting them to students,” said Mo Zhang, one of the ETS researchers who conducted the analysis. “There are methods for doing this and you don’t want to take people who specialize in educational measurement out of the equation.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That might sound self-serving for an employee of a company that specializes in educational measurement. But Zhang’s advice is worth heeding in the \u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">excitement to try new AI technology\u003c/a>. There are potential dangers as teachers save time by offloading \u003ca href=\"https://www.kqed.org/mindshift/63901/writing-researcher-finds-ai-feedback-better-than-i-thought\">grading work to a robot\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In ETS’s analysis, Zhang and her colleague Matt Johnson fed 13,121 essays into one of the latest versions of the AI model that powers ChatGPT, called GPT 4 Omni or simply \u003c/span>\u003ca href=\"https://openai.com/index/hello-gpt-4o/\">\u003cspan style=\"font-weight: 400\">GPT-4o\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. (This version was added to ChatGPT in May 2024, but when the researchers conducted this experiment they used the latest AI model through a different portal.) \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A little background about this \u003c/span>\u003ca href=\"https://zenodo.org/records/8221504\">\u003cspan style=\"font-weight: 400\">large bundle of essays\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: Students across the nation had originally written these essays between 2015 and 2019 as part of state standardized exams or classroom assessments. Their assignment had been to write an argumentative essay, such as “Should students be allowed to use cell phones in school?” The essays were collected to help scientists develop and test automated writing evaluation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each of the essays had been graded by expert raters of writing on a 1-to-6 point scale with 6 being the highest score. ETS asked GPT-4o to score them on the same six-point scale using the same scoring guide that the humans used. Neither man nor machine was told the race or ethnicity of the student, but researchers could see students’ demographic information in the datasets that accompany these essays.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">GPT-4o marked the essays almost a point lower than the humans did. The average score across the 13,121 essays was 2.8 for GPT-4o and 3.7 for the humans. But Asian Americans were docked by an additional quarter point. Human evaluators gave Asian Americans a 4.3, on average, while GPT-4o gave them only a 3.2 – roughly a 1.1 point deduction. By contrast, the score difference between humans and GPT-4o was only about 0.9 points for white, Black and Hispanic students. Imagine an ice cream truck that kept shaving off an extra quarter scoop only from the cones of Asian American kids. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Clearly, this doesn’t seem fair,” wrote Johnson and Zhang in an unpublished report they shared with me. Though the extra penalty for Asian Americans wasn’t terribly large, they said, it’s substantial enough that it shouldn’t be ignored. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers don’t know why GPT-4o issued lower grades than humans, and why it gave an extra penalty to Asian Americans. Zhang and Johnson described the AI system as a “huge black box” of algorithms that operate in ways “not fully understood by their own developers.” That inability to explain a student’s grade on a writing assignment makes the systems especially frustrating to use in schools.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64142\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64142\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image2.png\" alt=\"\" width=\"780\" height=\"552\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image2.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image2-160x113.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image2-768x544.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">This table compares GPT-4o scores with human scores on the same batch of 13,121 student essays, which were scored on a 1-to-6 scale. Numbers highlighted in green show exact score matches between GPT-4o and humans. Unhighlighted numbers show discrepancies. For example, there were 1,221 essays where humans awarded a 5 and GPT awarded 3. \u003ccite>(Source: Matt Johnson & Mo Zhang “Using GPT-4o to Score Persuade 2.0 Independent Items” ETS, June 2024 draft)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">This one study isn’t proof that AI is consistently underrating essays or biased against Asian Americans. Other versions of AI sometimes produce different results. A separate analysis of essay scoring by researchers from University of California, Irvine and Arizona State University found that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63809/ai-essay-grading-could-help-overburdened-teachers-but-researchers-say-it-needs-more-work\">\u003cspan style=\"font-weight: 400\">AI essay grades were just as frequently too high as they were too low\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That study, which used the 3.5 version of ChatGPT, did not scrutinize results by race and ethnicity.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I wondered if AI bias against Asian Americans was somehow connected to high achievement. Just as Asian Americans tend to score high on math and reading tests, Asian Americans, on average, were the strongest writers in this bundle of 13,000 essays. Even with the penalty, Asian Americans still had the highest essay scores, well above those of white, Black, Hispanic, Native American or multi-racial students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In both the ETS and UC-ASU essay studies, AI awarded far fewer perfect scores than humans did. For example, in this ETS study, humans awarded 732 perfect 6s, while GPT-4o gave out a grand total of only three. GPT’s stinginess with perfect scores might have affected a lot of Asian Americans who had received 6s from human raters.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">ETS’s researchers had asked GPT-4o to score the essays cold, without showing the chatbot any graded examples to calibrate its scores. It’s possible that a few sample essays or small tweaks to the grading instructions, or prompts, given to ChatGPT could reduce or eliminate the bias against Asian Americans. Perhaps the robot would be fairer to Asian Americans if it were explicitly prompted to “give out more perfect 6s.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The ETS researchers told me this wasn’t the first time that they’ve noticed Asian students treated differently by a robo-grader. Older automated essay graders, which used different algorithms, have sometimes done the opposite, giving Asians higher marks than human raters did. For example, an ETS automated scoring system developed more than a decade ago, called e-rater, tended to inflate scores for students from Korea, China, Taiwan and Hong Kong on their essays for the Test of English as a Foreign Language (TOEFL), according to a \u003c/span>\u003ca href=\"https://doi.org/10.1080/08957347.2012.635502\">\u003cspan style=\"font-weight: 400\">study published in 2012\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That may have been because some Asian students had memorized well-structured paragraphs, while humans easily noticed that the essays were off-topic. (The \u003c/span>\u003ca href=\"https://www.ets.org/erater/about.html\">\u003cspan style=\"font-weight: 400\">ETS website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> says it only relies on the e-rater score alone for practice tests, and uses it in conjunction with human scores for actual exams.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Asian Americans also garnered higher marks from an automated scoring system \u003c/span>\u003ca href=\"https://github.com/NAEP-AS-Challenge/reading-prediction\">\u003cspan style=\"font-weight: 400\">created during a coding competition in 2021\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and powered by BERT, which had been the most advanced algorithm before the current generation of large language models, such as GPT. Computer scientists put their experimental robo-grader through a series of tests and discovered that it \u003c/span>\u003ca href=\"https://link.springer.com/chapter/10.1007/978-3-031-11644-5_69\">\u003cspan style=\"font-weight: 400\">gave higher scores than humans did to Asian Americans’ open-response answers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on a reading comprehension test. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It was also unclear why BERT sometimes treated Asian Americans differently. But it illustrates how important it is to test these systems before we unleash them in schools. Based on educator enthusiasm, however, I fear this train has already left the station. In recent webinars, I’ve seen many teachers post in the chat window that they’re already using ChatGPT, Claude and other AI-powered apps to grade writing. That might be a time saver for teachers, but it could also be harming students. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-asian-american-ai-bias/\">\u003ci>\u003cspan style=\"font-weight: 400\">AI bias\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/64139/researchers-warn-of-potential-for-racial-bias-in-ai-apps-in-the-classroom","authors":["byline_mindshift_64139"],"categories":["mindshift_195","mindshift_21504"],"tags":["mindshift_1023","mindshift_20818","mindshift_21511"],"featImg":"mindshift_64149","label":"mindshift"},"mindshift_64014":{"type":"posts","id":"mindshift_64014","meta":{"index":"posts_1716263798","site":"mindshift","id":"64014","score":null,"sort":[1718618429000]},"guestAuthors":[],"slug":"teens-are-looking-to-ai-for-answers-about-their-personal-lives-not-just-homework-help","title":"Teens Are Looking to AI for Answers About Their Personal Lives, Not Just Homework Help","publishDate":1718618429,"format":"standard","headTitle":"Teens Are Looking to AI for Answers About Their Personal Lives, Not Just Homework Help | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Two new surveys, both released this month, show how high school and college-age students are embracing artificial intelligence. There are some inconsistencies and many unanswered questions, but what stands out is how much teens are turning to AI for information and to ask questions, not just to do their homework for them. And they’re using it for personal reasons as well as for school. Another big takeaway is that there are different patterns by race and ethnicity with Black, Hispanic and Asian American students often adopting AI faster than white students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/sites/default/files/research/report/teen-and-young-adult-perspectives-on-generative-ai.pdf\">\u003cspan style=\"font-weight: 400\">first report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, released on June 3, was conducted by three nonprofit organizations, \u003c/span>\u003ca href=\"http://www.hopelab.org/\">\u003cspan style=\"font-weight: 400\">Hopelab\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.commonsense.org/\">\u003cspan style=\"font-weight: 400\">Common Sense Media,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://digitalthriving.gse.harvard.edu/\">\u003cspan style=\"font-weight: 400\">the Center for Digital Thriving at the Harvard Graduate School of Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. These organizations surveyed 1,274 teens and young adults aged 14-22 across the U.S. from October to November 2023. At that time, only half the teens and young adults said they had ever used AI, with just 4% using it daily or almost every day. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Emily Weinstein, executive director for the Center for Digital Thriving, a research center that investigates how youth are interacting with technology, said that more teens are “certainly” using AI now that these tools are embedded in more apps and websites, such as Google Search. Last October and November, when this survey was conducted, teens typically had to take the initiative to navigate to an AI site and create an account. An exception was Snapchat, a social media app that had already added an AI chatbot for its users.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-64016\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image1-1.png\" alt=\"\" width=\"632\" height=\"1024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image1-1.png 632w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image1-1-160x259.png 160w\" sizes=\"(max-width: 632px) 100vw, 632px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than half of the early adopters said they had used AI for getting information and for brainstorming, the first and second most popular uses. This survey didn’t ask teens if they were using AI for cheating, such as prompting ChatGPT to write their papers for them. However, among the half of respondents who were already using AI, fewer than half – 46% – said they were using it for help with school work. The fourth most common use was for generating pictures.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The survey also asked teens a couple of open-response questions. Some teens told researchers that they are asking AI private questions that they were too embarrassed to ask their parents or their friends. “Teens are telling us I have questions that are easier to ask robots than people,” said Weinstein.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Weinstein wants to know more about the quality and the accuracy of the answers that AI is giving teens, especially those with mental health struggles, and how privacy is being protected when students share personal information with chatbots.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://8ce82b94a8c4fdc3ea6d-b1d233e3bc3cb10858bea65ff05e18f2.ssl.cf2.rackcdn.com/bf/24/cd3646584af89e7c668c7705a006/deck-impact-analysis-national-schools-tech-tracker-may-2024-1.pdf\">\u003cspan style=\"font-weight: 400\">second report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, released on June 11, was conducted by Impact Research and commissioned by the \u003c/span>\u003ca href=\"https://www.waltonfamilyfoundation.org/learning/the-value-of-ai-in-todays-classrooms\">\u003cspan style=\"font-weight: 400\">Walton Family Foundation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In May 2024, Impact Research surveyed 1,003 teachers, 1,001 students aged 12-18, 1,003 college students, and 1,000 parents about their use and views of AI.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This survey, which took place six months after the Hopelab-Common Sense survey, demonstrated how quickly usage is growing. It found that 49% of students, aged 12-18, said they used ChatGPT at least once a week for school, up 26 percentage points since 2023. Forty-nine percent of college undergraduates also said they were using ChatGPT every week for school but there was no comparison data from 2023.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among 12- to 18-year-olds and college students who had used AI chatbots for school, 56% said they had used it for help in writing essays and other writing assignments. Undergraduate students were more than twice as likely as 12- to 18-year-olds to say using AI felt like cheating, 22% versus 8%. Earlier \u003c/span>\u003ca href=\"https://ed.stanford.edu/news/what-do-ai-chatbots-really-mean-students-and-cheating\">\u003cspan style=\"font-weight: 400\">2023 surveys of student cheating by scholars at Stanford\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> University did not detect an increase in cheating with ChatGPT and other generative AI tools. But as students use AI more, students’ understanding of what constitutes cheating may also be evolving. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-64017\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1.png\" alt=\"\" width=\"1552\" height=\"1196\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1.png 1552w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-800x616.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-1020x786.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-160x123.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-768x592.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-1536x1184.png 1536w\" sizes=\"(max-width: 1552px) 100vw, 1552px\">\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than 60% of college students who used AI said they were using it to study for tests and quizzes. Half of the college students who used AI said they were using it to deepen their subject knowledge, perhaps, as if it were an online encyclopedia. There was no indication from this survey if students were checking the accuracy of the information.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Both surveys noticed differences by race and ethnicity. The first Hopelab-Common Sense survey found that 7% of Black students, aged 14-22, were using AI every day, compared with 5% of Hispanic students and 3% of white students. In the open-ended questions, one Black teen girl wrote that, with AI, “we can change who we are and become someone else that we want to become.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Walton Foundation survey found that Hispanic and Asian American students were sometimes more likely to use AI than white and Black students, especially for personal purposes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These are all early snapshots that are likely to keep shifting. \u003c/span>\u003ca href=\"https://www.cnet.com/tech/mobile/apple-partners-with-openai-for-chatgpt-on-iphones-ipads-and-macs/\">\u003cspan style=\"font-weight: 400\">OpenAI is expected to become part of the Apple \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">universe in the fall, including its iPhones, computers and iPads. “These numbers are going to go up and they’re going to go up really fast,” said Weinstein. “Imagine that we could go back 15 years in time when social media use was just starting with teens. This feels like an opportunity for adults to pay attention.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-teens-ai-surveys/\">\u003ci>\u003cspan style=\"font-weight: 400\">ChatGPT in education\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Rapidly evolving usage patterns for show Black, Hispanic and Asian American youth are often quick to adopt artificial intelligence tools.","status":"publish","parent":0,"modified":1718543129,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":937},"headData":{"title":"Teens Are Looking to AI for Answers About Their Personal Lives, Not Just Homework Help | KQED","description":"Rapidly evolving usage patterns for show Black, Hispanic and Asian American youth are often quick to adopt artificial intelligence tools.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Rapidly evolving usage patterns for show Black, Hispanic and Asian American youth are often quick to adopt artificial intelligence tools.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Teens Are Looking to AI for Answers About Their Personal Lives, Not Just Homework Help","datePublished":"2024-06-17T03:00:29-07:00","dateModified":"2024-06-16T06:05:29-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/64014/teens-are-looking-to-ai-for-answers-about-their-personal-lives-not-just-homework-help","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Two new surveys, both released this month, show how high school and college-age students are embracing artificial intelligence. There are some inconsistencies and many unanswered questions, but what stands out is how much teens are turning to AI for information and to ask questions, not just to do their homework for them. And they’re using it for personal reasons as well as for school. Another big takeaway is that there are different patterns by race and ethnicity with Black, Hispanic and Asian American students often adopting AI faster than white students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/sites/default/files/research/report/teen-and-young-adult-perspectives-on-generative-ai.pdf\">\u003cspan style=\"font-weight: 400\">first report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, released on June 3, was conducted by three nonprofit organizations, \u003c/span>\u003ca href=\"http://www.hopelab.org/\">\u003cspan style=\"font-weight: 400\">Hopelab\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.commonsense.org/\">\u003cspan style=\"font-weight: 400\">Common Sense Media,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://digitalthriving.gse.harvard.edu/\">\u003cspan style=\"font-weight: 400\">the Center for Digital Thriving at the Harvard Graduate School of Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. These organizations surveyed 1,274 teens and young adults aged 14-22 across the U.S. from October to November 2023. At that time, only half the teens and young adults said they had ever used AI, with just 4% using it daily or almost every day. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Emily Weinstein, executive director for the Center for Digital Thriving, a research center that investigates how youth are interacting with technology, said that more teens are “certainly” using AI now that these tools are embedded in more apps and websites, such as Google Search. Last October and November, when this survey was conducted, teens typically had to take the initiative to navigate to an AI site and create an account. An exception was Snapchat, a social media app that had already added an AI chatbot for its users.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-64016\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image1-1.png\" alt=\"\" width=\"632\" height=\"1024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image1-1.png 632w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image1-1-160x259.png 160w\" sizes=\"(max-width: 632px) 100vw, 632px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than half of the early adopters said they had used AI for getting information and for brainstorming, the first and second most popular uses. This survey didn’t ask teens if they were using AI for cheating, such as prompting ChatGPT to write their papers for them. However, among the half of respondents who were already using AI, fewer than half – 46% – said they were using it for help with school work. The fourth most common use was for generating pictures.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The survey also asked teens a couple of open-response questions. Some teens told researchers that they are asking AI private questions that they were too embarrassed to ask their parents or their friends. “Teens are telling us I have questions that are easier to ask robots than people,” said Weinstein.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Weinstein wants to know more about the quality and the accuracy of the answers that AI is giving teens, especially those with mental health struggles, and how privacy is being protected when students share personal information with chatbots.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://8ce82b94a8c4fdc3ea6d-b1d233e3bc3cb10858bea65ff05e18f2.ssl.cf2.rackcdn.com/bf/24/cd3646584af89e7c668c7705a006/deck-impact-analysis-national-schools-tech-tracker-may-2024-1.pdf\">\u003cspan style=\"font-weight: 400\">second report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, released on June 11, was conducted by Impact Research and commissioned by the \u003c/span>\u003ca href=\"https://www.waltonfamilyfoundation.org/learning/the-value-of-ai-in-todays-classrooms\">\u003cspan style=\"font-weight: 400\">Walton Family Foundation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In May 2024, Impact Research surveyed 1,003 teachers, 1,001 students aged 12-18, 1,003 college students, and 1,000 parents about their use and views of AI.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This survey, which took place six months after the Hopelab-Common Sense survey, demonstrated how quickly usage is growing. It found that 49% of students, aged 12-18, said they used ChatGPT at least once a week for school, up 26 percentage points since 2023. Forty-nine percent of college undergraduates also said they were using ChatGPT every week for school but there was no comparison data from 2023.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among 12- to 18-year-olds and college students who had used AI chatbots for school, 56% said they had used it for help in writing essays and other writing assignments. Undergraduate students were more than twice as likely as 12- to 18-year-olds to say using AI felt like cheating, 22% versus 8%. Earlier \u003c/span>\u003ca href=\"https://ed.stanford.edu/news/what-do-ai-chatbots-really-mean-students-and-cheating\">\u003cspan style=\"font-weight: 400\">2023 surveys of student cheating by scholars at Stanford\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> University did not detect an increase in cheating with ChatGPT and other generative AI tools. But as students use AI more, students’ understanding of what constitutes cheating may also be evolving. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-64017\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1.png\" alt=\"\" width=\"1552\" height=\"1196\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1.png 1552w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-800x616.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-1020x786.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-160x123.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-768x592.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-1536x1184.png 1536w\" sizes=\"(max-width: 1552px) 100vw, 1552px\">\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than 60% of college students who used AI said they were using it to study for tests and quizzes. Half of the college students who used AI said they were using it to deepen their subject knowledge, perhaps, as if it were an online encyclopedia. There was no indication from this survey if students were checking the accuracy of the information.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Both surveys noticed differences by race and ethnicity. The first Hopelab-Common Sense survey found that 7% of Black students, aged 14-22, were using AI every day, compared with 5% of Hispanic students and 3% of white students. In the open-ended questions, one Black teen girl wrote that, with AI, “we can change who we are and become someone else that we want to become.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Walton Foundation survey found that Hispanic and Asian American students were sometimes more likely to use AI than white and Black students, especially for personal purposes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These are all early snapshots that are likely to keep shifting. \u003c/span>\u003ca href=\"https://www.cnet.com/tech/mobile/apple-partners-with-openai-for-chatgpt-on-iphones-ipads-and-macs/\">\u003cspan style=\"font-weight: 400\">OpenAI is expected to become part of the Apple \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">universe in the fall, including its iPhones, computers and iPads. “These numbers are going to go up and they’re going to go up really fast,” said Weinstein. “Imagine that we could go back 15 years in time when social media use was just starting with teens. This feels like an opportunity for adults to pay attention.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-teens-ai-surveys/\">\u003ci>\u003cspan style=\"font-weight: 400\">ChatGPT in education\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/64014/teens-are-looking-to-ai-for-answers-about-their-personal-lives-not-just-homework-help","authors":["byline_mindshift_64014"],"categories":["mindshift_195","mindshift_21504","mindshift_20874"],"tags":["mindshift_1023","mindshift_1038"],"featImg":"mindshift_64015","label":"mindshift"},"mindshift_63901":{"type":"posts","id":"mindshift_63901","meta":{"index":"posts_1716263798","site":"mindshift","id":"63901","score":null,"sort":[1717408850000]},"guestAuthors":[],"slug":"writing-researcher-finds-ai-feedback-better-than-i-thought","title":"Writing Researcher Finds AI Feedback ‘Better Than I Thought’","publishDate":1717408850,"format":"standard","headTitle":"Writing Researcher Finds AI Feedback ‘Better Than I Thought’ | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">This week I challenged my editor to face off against a machine. Barbara Kantrowitz gamely accepted, under one condition: “You have to file early.” Ever since ChatGPT arrived in 2022, many journalists have made a public stunt out of asking the new generation of artificial intelligence to write their stories. Those AI stories were often bland and sprinkled with errors. I wanted to understand how well ChatGPT handled a different aspect of writing: giving feedback.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My curiosity was piqued by a new \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0959475224000215\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, published in the June 2024 issue of the peer-reviewed journal Learning and Instruction, that evaluated the quality of ChatGPT’s feedback on students’ writing. A team of researchers compared AI with human feedback on 200 history essays written by students in grades 6 through 12 and they determined that human feedback was generally a bit better. Humans had a particular advantage in advising students on something to work on that would be appropriate for where they are in their development as a writer. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But ChatGPT came close. On a five-point scale that the researchers used to rate feedback quality, with a 5 being the highest quality feedback, ChatGPT averaged a 3.6 compared with a 4.0 average from a team of 16 expert human evaluators. It was a tough challenge. Most of these humans had taught writing for more than 15 years or they had considerable experience in writing instruction. All received three hours of training for this exercise plus extra pay for providing the feedback.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">ChatGPT even beat these experts in one aspect; it was slightly better at giving feedback on students’ reasoning, argumentation and use of evidence from source materials – the features that the researchers had wanted the writing evaluators to focus on.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was better than I thought it was going to be because I didn’t have a lot of hope that it was going to be that good,” said Steve Graham, a well-regarded expert on writing instruction at Arizona State University, and a member of the study’s research team. “It wasn’t always accurate. But sometimes it was right on the money. And I think we’ll learn how to make it better.”\u003c/span>\u003c/p>\n\u003ch2>Average ratings for the quality of ChatGPT and human feedback on 200 student essays\u003c/h2>\n\u003cfigure id=\"attachment_63905\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-63905 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image3.png\" alt=\"\" width=\"780\" height=\"472\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image3.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image3-160x97.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image3-768x465.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Researchers rated the quality of the feedback on a five-point scale across five different categories. Criteria-based refers to whether the feedback addressed the main goals of the writing assignment, in this case, to produce a well-reasoned argument about history using evidence from the reading source materials that the students were given. Clear directions mean whether the feedback included specific examples of something the student did well and clear directions for improvement. Accuracy means whether the feedback advice was correct without errors. Essential Features refer to whether the suggestion on what the student should work on next is appropriate for where the student is in his writing development and is an important element of this genre of writing. Supportive Tone refers to whether the feedback is delivered with language that is affirming, respectful and supportive, as opposed to condescending, impolite or authoritarian. \u003ccite>(Source: Fig. 1 of Steiss et al, “Comparing the quality of human and ChatGPT feedback of students’ writing,” Learning and Instruction, June 2024.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Exactly how ChatGPT is able to give good feedback is something of a black box even to the writing researchers who conducted this study. Artificial intelligence doesn’t comprehend things in the same way that humans do. But somehow, through the \u003c/span>\u003ca href=\"https://medium.com/data-science-at-microsoft/how-large-language-models-work-91c362f5b78f#:~:text=ChatGPT%2C%20for%20example%2C%20is%20based,to%20process%20images%20and%20text.\">\u003cspan style=\"font-weight: 400\">neural networks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that ChatGPT’s programmers built, it is picking up on patterns from all the writing it has previously digested, and it is able to apply those patterns to a new text. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The surprising “relatively high quality” of ChatGPT’s feedback is important because it means that the new artificial intelligence of large language models, also known as generative AI, could potentially help students improve their writing. One of the biggest problems in writing instruction in U.S. schools is that teachers assign too little writing, Graham said, often because teachers feel that they don’t have the time to give personalized feedback to each student. That leaves students without sufficient practice to become good writers. In theory, teachers might be willing to assign more writing or insist on revisions for each paper if students (or teachers) could use ChatGPT to provide feedback between drafts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the potential, Graham isn’t an enthusiastic cheerleader for AI. “My biggest fear is that it becomes the writer,” he said. He worries that students will not limit their use of ChatGPT to helpful feedback, but ask it to do their thinking, analyzing and writing for them. That’s not good for learning. The research team also worries that writing instruction will suffer if teachers delegate too much feedback to ChatGPT. Seeing students’ incremental progress and common mistakes remain important for deciding what to teach next, the researchers said. For example, seeing loads of run-on sentences in your students’ papers might prompt a lesson on how to break them up. But if you don’t see them, you might not think to teach it. Another common concern among writing instructors is that AI feedback will steer everyone to write in the same homogenized way. A young writer’s unique voice could be flattened out before it even has the chance to develop.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s also the risk that students may not be interested in heeding AI feedback. Students often ignore the painstaking feedback that their teachers already give on their essays. Why should we think students will pay attention to feedback if they start getting more of it from a machine? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, Graham and his research colleagues at the University of California, Irvine, are continuing to study how AI could be used effectively and whether it ultimately improves students’ writing. “You can’t ignore it,” said Graham. “We either learn to live with it in useful ways, or we’re going to be very unhappy with it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Right now, the researchers are studying how students might \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1YzgckyaLgFwlj3jDILohq9xZ8Ec5msmS/edit\">\u003cspan style=\"font-weight: 400\">converse back-and-forth with ChatGPT like a writing coach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in order to understand the feedback and decide which suggestions to use.\u003c/span>\u003c/p>\n\u003ch2>Example of feedback from a human and ChatGPT on the same essay\u003c/h2>\n\u003cfigure id=\"attachment_63906\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63906\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2.jpg\" alt=\"\" width=\"780\" height=\"976\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2.jpg 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-160x200.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-768x961.jpg 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Source: Steiss et al, “Comparing the quality of human and ChatGPT feedback of students’ writing,” Learning and Instruction, June 2024.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the current study, the researchers didn’t track whether students understood or employed the feedback, but only sought to measure its quality. Judging the quality of feedback is a rather subjective exercise, just as feedback itself is a bundle of subjective judgment calls. Smart people can disagree on what good writing looks like and how to revise bad writing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this case, the research team came up with its own criteria for what constitutes good feedback on a history essay. They instructed the humans to focus on the student’s reasoning and argumentation, rather than, say, grammar and punctuation. They also told the human raters to adopt a “glow and grow strategy” for delivering the feedback by first finding something to praise, then identifying a particular area for improvement. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The human raters provided this kind of feedback on hundreds of history essays from 2021 to 2023, as part of an unrelated study of an \u003c/span>\u003ca href=\"http://www.writecenter.org/uclaims-curriculum.html\">\u003cspan style=\"font-weight: 400\">initiative to boost writing at school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The researchers randomly grabbed 200 of these essays and fed the raw student writing – without the human feedback – to version 3.5 of ChatGPT and asked it to give feedback, too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At first, the AI feedback was terrible, but as the researchers tinkered with the instructions, or the “prompt,” they typed into ChatGPT, the feedback improved. The researchers eventually settled upon this wording: “Pretend you are a secondary school teacher. Provide 2-3 pieces of specific, actionable feedback on each of the following essays. … Use a friendly and encouraging tone.” The researchers also fed the assignment that the students were given, for example, “Why did the Montgomery Bus Boycott succeed?” along with the reading source material that the students were provided. (More details about how the researchers prompted ChatGPT are explained in \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2024/05/1-s2.0-S0959475224000215-mmc1-1.docx\">\u003cspan style=\"font-weight: 400\">Appendix C of the study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The humans took about 20 to 25 minutes per essay. ChatGPT’s feedback came back instantly. The humans sometimes marked up sentences by, for example, showing a place where the student could have cited a source to buttress an argument. ChatGPT didn’t write any in-line comments and only wrote a note to the student. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers then read through both sets of feedback – human and machine – for each essay, comparing and rating them. (It was supposed to be a blind comparison test and the feedback raters were not told who authored each one. However, the language and tone of ChatGPT were distinct giveaways, and the in-line comments were a tell of human feedback.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Humans appeared to have a clear edge with the very strongest and the very weakest writers, the researchers found. They were better at pushing a strong writer a little bit further, for example, by suggesting that the student consider and address a counterargument. ChatGPT struggled to come up with ideas for a student who was already meeting the objectives of a well-argued essay with evidence from the reading source materials. ChatGPT also struggled with the weakest writers. The researchers had to drop two of the essays from the study because they were so short that ChatGPT didn’t have any feedback for the student. The human rater was able to parse out some meaning from a brief, incomplete sentence and offer a suggestion. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In one student essay about the Montgomery Bus Boycott, reprinted above, the human feedback seemed too generic to me: “Next time, I would love to see some evidence from the sources to help back up your claim.” ChatGPT, by contrast, specifically suggested that the student could have mentioned how much revenue the bus company lost during the boycott – an idea that was mentioned in the student’s essay. ChatGPT also suggested that the student could have mentioned specific actions that the NAACP and other organizations took. But the student had actually mentioned a few of these specific actions in his essay. That part of ChatGPT’s feedback was plainly inaccurate. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In another student writing example, also reprinted below, the human straightforwardly pointed out that the student had gotten an historical fact wrong. ChatGPT appeared to affirm that the student’s mistaken version of events was correct.\u003c/span>\u003c/p>\n\u003ch2>Another example of feedback from a human and ChatGPT on the same essay\u003c/h2>\n\u003cfigure id=\"attachment_63904\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63904\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image4.jpg\" alt=\"\" width=\"780\" height=\"603\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image4.jpg 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image4-160x124.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image4-768x594.jpg 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Source: Steiss et al, “Comparing the quality of human and ChatGPT feedback of students’ writing,” Learning and Instruction, June 2024.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">So how did ChatGPT’s review of my first draft stack up against my editor’s? One of the researchers on the study team suggested a prompt that I could paste into ChatGPT. \u003c/span>\u003cspan style=\"font-weight: 400\">After a few back and forth questions with the chatbot about my grade level and intended audience, it initially spit out some generic advice that had little connection to the ideas and words of my story. It seemed more interested in format and presentation, suggesting a summary at the top and subheads to organize the body. One suggestion would have made my piece too long-winded. Its advice to add examples of how AI feedback might be beneficial was something that I had already done. I then asked for specific things to change in my draft, and ChatGPT came back with some great subhead ideas. I plan to use them in my newsletter, which you can see if you \u003c/span>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan style=\"font-weight: 400\">sign up for it here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. (And if you want to see my prompt and dialogue with ChatGPT, here is the \u003c/span>\u003ca href=\"https://chatgpt.com/share/97261c91-5ef7-461a-b612-47749f915c5e\">\u003cspan style=\"font-weight: 400\">link\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My human editor, Barbara, was the clear winner in this round. She tightened up my writing, fixed style errors and helped me brainstorm this ending. Barbara’s job is safe – for now. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-writing-ai-feedback/\">\u003ci>\u003cspan style=\"font-weight: 400\">AI feedback\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Will AI feedback help improve writing, or will students will on it too much?","status":"publish","parent":0,"modified":1717416967,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":2111},"headData":{"title":"Writing Researcher Finds AI Feedback ‘Better Than I Thought’ | KQED","description":"Will AI feedback help improve writing, or will students lean on it too much?","ogTitle":"","ogDescription":"","ogImgId":"mindshift_63912","twTitle":"","twDescription":"","twImgId":"mindshift_63912","socialDescription":"Will AI feedback help improve writing, or will students lean on it too much?","schema":{"@context":"http://schema.org","@type":"Article","headline":"Writing Researcher Finds AI Feedback ‘Better Than I Thought’","datePublished":"2024-06-03T03:00:50-07:00","dateModified":"2024-06-03T05:16:07-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","nprStoryId":"kqed-63901","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63901/writing-researcher-finds-ai-feedback-better-than-i-thought","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">This week I challenged my editor to face off against a machine. Barbara Kantrowitz gamely accepted, under one condition: “You have to file early.” Ever since ChatGPT arrived in 2022, many journalists have made a public stunt out of asking the new generation of artificial intelligence to write their stories. Those AI stories were often bland and sprinkled with errors. I wanted to understand how well ChatGPT handled a different aspect of writing: giving feedback.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My curiosity was piqued by a new \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0959475224000215\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, published in the June 2024 issue of the peer-reviewed journal Learning and Instruction, that evaluated the quality of ChatGPT’s feedback on students’ writing. A team of researchers compared AI with human feedback on 200 history essays written by students in grades 6 through 12 and they determined that human feedback was generally a bit better. Humans had a particular advantage in advising students on something to work on that would be appropriate for where they are in their development as a writer. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But ChatGPT came close. On a five-point scale that the researchers used to rate feedback quality, with a 5 being the highest quality feedback, ChatGPT averaged a 3.6 compared with a 4.0 average from a team of 16 expert human evaluators. It was a tough challenge. Most of these humans had taught writing for more than 15 years or they had considerable experience in writing instruction. All received three hours of training for this exercise plus extra pay for providing the feedback.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">ChatGPT even beat these experts in one aspect; it was slightly better at giving feedback on students’ reasoning, argumentation and use of evidence from source materials – the features that the researchers had wanted the writing evaluators to focus on.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was better than I thought it was going to be because I didn’t have a lot of hope that it was going to be that good,” said Steve Graham, a well-regarded expert on writing instruction at Arizona State University, and a member of the study’s research team. “It wasn’t always accurate. But sometimes it was right on the money. And I think we’ll learn how to make it better.”\u003c/span>\u003c/p>\n\u003ch2>Average ratings for the quality of ChatGPT and human feedback on 200 student essays\u003c/h2>\n\u003cfigure id=\"attachment_63905\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-63905 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image3.png\" alt=\"\" width=\"780\" height=\"472\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image3.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image3-160x97.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image3-768x465.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Researchers rated the quality of the feedback on a five-point scale across five different categories. Criteria-based refers to whether the feedback addressed the main goals of the writing assignment, in this case, to produce a well-reasoned argument about history using evidence from the reading source materials that the students were given. Clear directions mean whether the feedback included specific examples of something the student did well and clear directions for improvement. Accuracy means whether the feedback advice was correct without errors. Essential Features refer to whether the suggestion on what the student should work on next is appropriate for where the student is in his writing development and is an important element of this genre of writing. Supportive Tone refers to whether the feedback is delivered with language that is affirming, respectful and supportive, as opposed to condescending, impolite or authoritarian. \u003ccite>(Source: Fig. 1 of Steiss et al, “Comparing the quality of human and ChatGPT feedback of students’ writing,” Learning and Instruction, June 2024.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Exactly how ChatGPT is able to give good feedback is something of a black box even to the writing researchers who conducted this study. Artificial intelligence doesn’t comprehend things in the same way that humans do. But somehow, through the \u003c/span>\u003ca href=\"https://medium.com/data-science-at-microsoft/how-large-language-models-work-91c362f5b78f#:~:text=ChatGPT%2C%20for%20example%2C%20is%20based,to%20process%20images%20and%20text.\">\u003cspan style=\"font-weight: 400\">neural networks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that ChatGPT’s programmers built, it is picking up on patterns from all the writing it has previously digested, and it is able to apply those patterns to a new text. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The surprising “relatively high quality” of ChatGPT’s feedback is important because it means that the new artificial intelligence of large language models, also known as generative AI, could potentially help students improve their writing. One of the biggest problems in writing instruction in U.S. schools is that teachers assign too little writing, Graham said, often because teachers feel that they don’t have the time to give personalized feedback to each student. That leaves students without sufficient practice to become good writers. In theory, teachers might be willing to assign more writing or insist on revisions for each paper if students (or teachers) could use ChatGPT to provide feedback between drafts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the potential, Graham isn’t an enthusiastic cheerleader for AI. “My biggest fear is that it becomes the writer,” he said. He worries that students will not limit their use of ChatGPT to helpful feedback, but ask it to do their thinking, analyzing and writing for them. That’s not good for learning. The research team also worries that writing instruction will suffer if teachers delegate too much feedback to ChatGPT. Seeing students’ incremental progress and common mistakes remain important for deciding what to teach next, the researchers said. For example, seeing loads of run-on sentences in your students’ papers might prompt a lesson on how to break them up. But if you don’t see them, you might not think to teach it. Another common concern among writing instructors is that AI feedback will steer everyone to write in the same homogenized way. A young writer’s unique voice could be flattened out before it even has the chance to develop.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s also the risk that students may not be interested in heeding AI feedback. Students often ignore the painstaking feedback that their teachers already give on their essays. Why should we think students will pay attention to feedback if they start getting more of it from a machine? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, Graham and his research colleagues at the University of California, Irvine, are continuing to study how AI could be used effectively and whether it ultimately improves students’ writing. “You can’t ignore it,” said Graham. “We either learn to live with it in useful ways, or we’re going to be very unhappy with it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Right now, the researchers are studying how students might \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1YzgckyaLgFwlj3jDILohq9xZ8Ec5msmS/edit\">\u003cspan style=\"font-weight: 400\">converse back-and-forth with ChatGPT like a writing coach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in order to understand the feedback and decide which suggestions to use.\u003c/span>\u003c/p>\n\u003ch2>Example of feedback from a human and ChatGPT on the same essay\u003c/h2>\n\u003cfigure id=\"attachment_63906\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63906\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2.jpg\" alt=\"\" width=\"780\" height=\"976\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2.jpg 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-160x200.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-768x961.jpg 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Source: Steiss et al, “Comparing the quality of human and ChatGPT feedback of students’ writing,” Learning and Instruction, June 2024.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the current study, the researchers didn’t track whether students understood or employed the feedback, but only sought to measure its quality. Judging the quality of feedback is a rather subjective exercise, just as feedback itself is a bundle of subjective judgment calls. Smart people can disagree on what good writing looks like and how to revise bad writing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this case, the research team came up with its own criteria for what constitutes good feedback on a history essay. They instructed the humans to focus on the student’s reasoning and argumentation, rather than, say, grammar and punctuation. They also told the human raters to adopt a “glow and grow strategy” for delivering the feedback by first finding something to praise, then identifying a particular area for improvement. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The human raters provided this kind of feedback on hundreds of history essays from 2021 to 2023, as part of an unrelated study of an \u003c/span>\u003ca href=\"http://www.writecenter.org/uclaims-curriculum.html\">\u003cspan style=\"font-weight: 400\">initiative to boost writing at school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The researchers randomly grabbed 200 of these essays and fed the raw student writing – without the human feedback – to version 3.5 of ChatGPT and asked it to give feedback, too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At first, the AI feedback was terrible, but as the researchers tinkered with the instructions, or the “prompt,” they typed into ChatGPT, the feedback improved. The researchers eventually settled upon this wording: “Pretend you are a secondary school teacher. Provide 2-3 pieces of specific, actionable feedback on each of the following essays. … Use a friendly and encouraging tone.” The researchers also fed the assignment that the students were given, for example, “Why did the Montgomery Bus Boycott succeed?” along with the reading source material that the students were provided. (More details about how the researchers prompted ChatGPT are explained in \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2024/05/1-s2.0-S0959475224000215-mmc1-1.docx\">\u003cspan style=\"font-weight: 400\">Appendix C of the study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The humans took about 20 to 25 minutes per essay. ChatGPT’s feedback came back instantly. The humans sometimes marked up sentences by, for example, showing a place where the student could have cited a source to buttress an argument. ChatGPT didn’t write any in-line comments and only wrote a note to the student. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers then read through both sets of feedback – human and machine – for each essay, comparing and rating them. (It was supposed to be a blind comparison test and the feedback raters were not told who authored each one. However, the language and tone of ChatGPT were distinct giveaways, and the in-line comments were a tell of human feedback.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Humans appeared to have a clear edge with the very strongest and the very weakest writers, the researchers found. They were better at pushing a strong writer a little bit further, for example, by suggesting that the student consider and address a counterargument. ChatGPT struggled to come up with ideas for a student who was already meeting the objectives of a well-argued essay with evidence from the reading source materials. ChatGPT also struggled with the weakest writers. The researchers had to drop two of the essays from the study because they were so short that ChatGPT didn’t have any feedback for the student. The human rater was able to parse out some meaning from a brief, incomplete sentence and offer a suggestion. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In one student essay about the Montgomery Bus Boycott, reprinted above, the human feedback seemed too generic to me: “Next time, I would love to see some evidence from the sources to help back up your claim.” ChatGPT, by contrast, specifically suggested that the student could have mentioned how much revenue the bus company lost during the boycott – an idea that was mentioned in the student’s essay. ChatGPT also suggested that the student could have mentioned specific actions that the NAACP and other organizations took. But the student had actually mentioned a few of these specific actions in his essay. That part of ChatGPT’s feedback was plainly inaccurate. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In another student writing example, also reprinted below, the human straightforwardly pointed out that the student had gotten an historical fact wrong. ChatGPT appeared to affirm that the student’s mistaken version of events was correct.\u003c/span>\u003c/p>\n\u003ch2>Another example of feedback from a human and ChatGPT on the same essay\u003c/h2>\n\u003cfigure id=\"attachment_63904\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63904\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image4.jpg\" alt=\"\" width=\"780\" height=\"603\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image4.jpg 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image4-160x124.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image4-768x594.jpg 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Source: Steiss et al, “Comparing the quality of human and ChatGPT feedback of students’ writing,” Learning and Instruction, June 2024.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">So how did ChatGPT’s review of my first draft stack up against my editor’s? One of the researchers on the study team suggested a prompt that I could paste into ChatGPT. \u003c/span>\u003cspan style=\"font-weight: 400\">After a few back and forth questions with the chatbot about my grade level and intended audience, it initially spit out some generic advice that had little connection to the ideas and words of my story. It seemed more interested in format and presentation, suggesting a summary at the top and subheads to organize the body. One suggestion would have made my piece too long-winded. Its advice to add examples of how AI feedback might be beneficial was something that I had already done. I then asked for specific things to change in my draft, and ChatGPT came back with some great subhead ideas. I plan to use them in my newsletter, which you can see if you \u003c/span>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan style=\"font-weight: 400\">sign up for it here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. (And if you want to see my prompt and dialogue with ChatGPT, here is the \u003c/span>\u003ca href=\"https://chatgpt.com/share/97261c91-5ef7-461a-b612-47749f915c5e\">\u003cspan style=\"font-weight: 400\">link\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My human editor, Barbara, was the clear winner in this round. She tightened up my writing, fixed style errors and helped me brainstorm this ending. Barbara’s job is safe – for now. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-writing-ai-feedback/\">\u003ci>\u003cspan style=\"font-weight: 400\">AI feedback\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63901/writing-researcher-finds-ai-feedback-better-than-i-thought","authors":["byline_mindshift_63901"],"categories":["mindshift_195","mindshift_21504"],"tags":["mindshift_1023","mindshift_21511"],"featImg":"mindshift_63912","label":"mindshift"},"mindshift_63809":{"type":"posts","id":"mindshift_63809","meta":{"index":"posts_1716263798","site":"mindshift","id":"63809","score":null,"sort":[1716199258000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1716199258,"format":"standard","title":"AI Essay Grading Could Help Overburdened Teachers, But Researchers Say It Needs More Work","headTitle":"AI Essay Grading Could Help Overburdened Teachers, But Researchers Say It Needs More Work | KQED","content":"\u003cp>\u003cspan style=\"font-weight: 400\">Grading papers is hard work. “I hate it,” a teacher friend confessed to me. And that’s a major reason why middle and high school teachers don’t assign more writing to their students. Even an efficient high school English teacher who can read and evaluate an essay in 20 minutes would spend 3,000 minutes, or 50 hours, grading if she’s teaching six classes of 25 students each. There aren’t enough hours in the day. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Could ChatGPT relieve teachers of some of the burden of grading papers? Early research is finding that the new \u003ca href=\"https://kqed.org/mindshift/tag/artificial-intelligence\">artificial intelligence\u003c/a> of large language models, also known as generative AI, is approaching the accuracy of a human in scoring essays and is likely to become even better soon. But we still don’t know whether offloading essay grading to ChatGPT will ultimately improve or harm student writing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tamara Tate, a researcher at University California, Irvine, and an associate director of her university’s Digital Learning Lab, is studying how teachers might use ChatGPT to improve writing instruction. Most recently, Tate and her seven-member research team, which includes writing expert Steve Graham at Arizona State University, compared how ChatGPT stacked up against humans in scoring 1,800 history and English essays written by middle and high school students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tate said ChatGPT was “roughly speaking, probably as good as an average busy teacher” and “certainly as good as an overburdened below-average teacher.” But, she said, ChatGPT isn’t yet accurate enough to be used on a high-stakes test or on an essay that would affect a final grade in a class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tate presented her \u003c/span>\u003ca href=\"https://osf.io/preprints/osf/7xpre\">\u003cspan style=\"font-weight: 400\">study on ChatGPT essay scoring\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the 2024 annual meeting of the American Educational Research Association in Philadelphia in April. (The paper is under peer review for publication and is still undergoing revision.) \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most remarkably, the researchers obtained these fairly decent essay scores from ChatGPT without training it first with sample essays. That means it is possible for any teacher to use it to grade any essay instantly with minimal expense and effort. “Teachers might have more bandwidth to assign more writing,” said Tate. “You have to be careful how you say that because you never want to take teachers out of the loop.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Writing instruction could ultimately suffer, Tate warned, if teachers delegate too much grading to ChatGPT. Seeing students’ incremental progress and common mistakes remain important for deciding what to teach next, she said. For example, seeing loads of run-on sentences in your students’ papers might prompt a lesson on how to break them up. But if you don’t see them, you might not think to teach it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the study, Tate and her research team calculated that ChatGPT’s essay scores were in “fair” to “moderate” agreement with those of well-trained human evaluators. In one batch of 943 essays, ChatGPT was within a point of the human grader 89% of the time. On a six-point grading scale that researchers used in the study, ChatGPT often gave an essay a 2 when an expert human evaluator thought it was really a 1. But this level of agreement – within one point – dropped to 83% of the time in another batch of 344 English papers and slid even farther to 76% of the time in a third batch of 493 history essays. That means there were more instances where ChatGPT gave an essay a 4, for example, when a teacher marked it a 6. And that’s why Tate says these ChatGPT grades should only be used for low-stakes purposes in a classroom, such as a preliminary grade on a first draft.\u003c/span>\u003c/p>\n\u003cp>\u003cb>ChatGPT scored an essay within one point of a human grader 89% of the time in one batch of essays\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63815\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63815\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image1-1.png\" alt=\"\" width=\"780\" height=\"269\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image1-1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image1-1-160x55.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image1-1-768x265.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Corpus 3 refers to one batch of 943 essays, which represents more than half of the 1,800 essays that were scored in this study. Numbers highlighted in green show exact score matches between ChatGPT and a human. Yellow highlights scores in which ChatGPT was within one point of the human score. \u003ccite>(Source: Tamara Tate, University of California, Irvine (2024))\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, this level of accuracy was impressive because even teachers disagree on how to score an essay and one-point discrepancies are common. Exact agreement, which only happens half the time between human raters, was worse for AI, which matched the human score exactly only about 40% of the time. Humans were far more likely to give a top grade of a 6 or a bottom grade of a 1. ChatGPT tended to cluster grades more in the middle, between 2 and 5. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tate set up ChatGPT for a tough challenge, competing against teachers and experts with PhDs who had received three hours of training in how to properly evaluate essays. “Teachers generally receive very little training in secondary school writing and they’re not going to be this accurate,” said Tate. “This is a gold-standard human evaluator we have here.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The raters had been paid to score these 1,800 essays as part of three earlier studies on student writing. Researchers fed these same student essays – ungraded – into ChatGPT and asked ChatGPT to score them cold. ChatGPT hadn’t been given any graded examples to calibrate its scores. All the researchers did was copy and paste an excerpt of the same scoring guidelines that the humans used, called a grading rubric, into ChatGPT and told it to “pretend” it was a teacher and score the essays on a scale of 1 to 6. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Older robo graders\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Earlier versions of automated essay graders have had \u003c/span>\u003ca href=\"https://www.ets.org/content/dam/ets-org/pdfs/e-rater/e-rater-research-publications.pdf\">\u003cspan style=\"font-weight: 400\">higher rates of accuracy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But they were expensive and time-consuming to create because scientists had to train the computer with hundreds of human-graded essays for each essay question. That’s economically feasible only in limited situations, such as for a standardized test, where thousands of students answer the same essay question. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Earlier robo graders could also be gamed, once a student understood the features that the computer system was grading for. In some cases, nonsense essays received high marks if fancy \u003c/span>\u003ca href=\"https://www.lornacollier.com/robogradingCC912.pdf\">\u003cspan style=\"font-weight: 400\">vocabulary words\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> were sprinkled in them. ChatGPT isn’t grading for particular hallmarks, but is analyzing patterns in massive datasets of language. Tate says she hasn’t yet seen ChatGPT give a high score to a nonsense essay. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tate expects ChatGPT’s grading accuracy to improve rapidly as new versions are released. Already, the research team has detected that the newer 4.0 version, which requires a paid subscription, is scoring more accurately than the free 3.5 version. Tate suspects that small tweaks to the grading instructions, or prompts, given to ChatGPT could improve existing versions. She is interested in testing whether ChatGPT’s scoring could become more reliable if a teacher trained it with just a few, perhaps five, sample essays that she has already graded. “Your average teacher might be willing to do that,” said Tate.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many ed tech startups, and even well-known vendors of educational materials, are now marketing \u003c/span>\u003ca href=\"https://www.essaygrader.ai/\">\u003cspan style=\"font-weight: 400\">new AI essay robo graders\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to schools. Many of them are powered under the hood by ChatGPT or another large language model and I learned from this study that accuracy rates can be reported in ways that can make the new AI graders seem more accurate than they are. Tate’s team calculated that, on a population level, there was no difference between human and AI scores. ChatGPT can already reliably tell you the average essay score in a school or, say, in the state of California. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Questions for AI vendors\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At this point, it is not as accurate in scoring an individual student. And a teacher wants to know exactly how each student is doing. Tate advises teachers and school leaders who are considering using an AI essay grader to ask specific questions about accuracy rates on the student level:\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">What is the rate of exact agreement between the AI grader and a human rater on each essay? How often are they within one-point of each other?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The next step in Tate’s research is to study whether student writing improves after having an essay graded by ChatGPT. She’d like teachers to try using ChatGPT to score a first draft and then see if it encourages revisions, which are critical for improving writing. Tate thinks teachers could make it “almost like a game: how do I get my score up?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, it’s unclear if grades alone, without concrete feedback or suggestions for improvement, will motivate students to make revisions. Students may be discouraged by a low score from ChatGPT and give up. Many students might ignore a machine grade and only want to deal with a human they know. Still, Tate says some students are too scared to show their writing to a teacher until it’s in decent shape, and seeing their score improve on ChatGPT might be just the kind of positive feedback they need. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We know that a lot of students aren’t doing any revision,” said Tate. “If we can get them to look at their paper again, that is already a win.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That does give me hope, but I’m also worried that kids will just ask ChatGPT to write the whole essay for them in the first place.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-ai-essay-grading/\">\u003ci>\u003cspan style=\"font-weight: 400\">AI essay scoring\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1665,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":24},"modified":1715954563,"excerpt":"Early research suggests that generative AI is approaching the accuracy of a human in scoring essays and is likely to become even better soon.","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Early research suggests that generative AI is approaching human accuracy in scoring essays and is likely to become even better soon.","socialDescription":"Early research suggests that generative AI is approaching human accuracy in scoring essays and is likely to become even better soon.","title":"AI Essay Grading Could Help Overburdened Teachers, But Researchers Say It Needs More Work | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"AI Essay Grading Could Help Overburdened Teachers, But Researchers Say It Needs More Work","datePublished":"2024-05-20T03:00:58-07:00","dateModified":"2024-05-17T07:02:43-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"ai-essay-grading-could-help-overburdened-teachers-but-researchers-say-it-needs-more-work","status":"publish","nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","sticky":false,"showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63809/ai-essay-grading-could-help-overburdened-teachers-but-researchers-say-it-needs-more-work","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Grading papers is hard work. “I hate it,” a teacher friend confessed to me. And that’s a major reason why middle and high school teachers don’t assign more writing to their students. Even an efficient high school English teacher who can read and evaluate an essay in 20 minutes would spend 3,000 minutes, or 50 hours, grading if she’s teaching six classes of 25 students each. There aren’t enough hours in the day. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Could ChatGPT relieve teachers of some of the burden of grading papers? Early research is finding that the new \u003ca href=\"https://kqed.org/mindshift/tag/artificial-intelligence\">artificial intelligence\u003c/a> of large language models, also known as generative AI, is approaching the accuracy of a human in scoring essays and is likely to become even better soon. But we still don’t know whether offloading essay grading to ChatGPT will ultimately improve or harm student writing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tamara Tate, a researcher at University California, Irvine, and an associate director of her university’s Digital Learning Lab, is studying how teachers might use ChatGPT to improve writing instruction. Most recently, Tate and her seven-member research team, which includes writing expert Steve Graham at Arizona State University, compared how ChatGPT stacked up against humans in scoring 1,800 history and English essays written by middle and high school students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tate said ChatGPT was “roughly speaking, probably as good as an average busy teacher” and “certainly as good as an overburdened below-average teacher.” But, she said, ChatGPT isn’t yet accurate enough to be used on a high-stakes test or on an essay that would affect a final grade in a class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tate presented her \u003c/span>\u003ca href=\"https://osf.io/preprints/osf/7xpre\">\u003cspan style=\"font-weight: 400\">study on ChatGPT essay scoring\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the 2024 annual meeting of the American Educational Research Association in Philadelphia in April. (The paper is under peer review for publication and is still undergoing revision.) \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most remarkably, the researchers obtained these fairly decent essay scores from ChatGPT without training it first with sample essays. That means it is possible for any teacher to use it to grade any essay instantly with minimal expense and effort. “Teachers might have more bandwidth to assign more writing,” said Tate. “You have to be careful how you say that because you never want to take teachers out of the loop.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Writing instruction could ultimately suffer, Tate warned, if teachers delegate too much grading to ChatGPT. Seeing students’ incremental progress and common mistakes remain important for deciding what to teach next, she said. For example, seeing loads of run-on sentences in your students’ papers might prompt a lesson on how to break them up. But if you don’t see them, you might not think to teach it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the study, Tate and her research team calculated that ChatGPT’s essay scores were in “fair” to “moderate” agreement with those of well-trained human evaluators. In one batch of 943 essays, ChatGPT was within a point of the human grader 89% of the time. On a six-point grading scale that researchers used in the study, ChatGPT often gave an essay a 2 when an expert human evaluator thought it was really a 1. But this level of agreement – within one point – dropped to 83% of the time in another batch of 344 English papers and slid even farther to 76% of the time in a third batch of 493 history essays. That means there were more instances where ChatGPT gave an essay a 4, for example, when a teacher marked it a 6. And that’s why Tate says these ChatGPT grades should only be used for low-stakes purposes in a classroom, such as a preliminary grade on a first draft.\u003c/span>\u003c/p>\n\u003cp>\u003cb>ChatGPT scored an essay within one point of a human grader 89% of the time in one batch of essays\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63815\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63815\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image1-1.png\" alt=\"\" width=\"780\" height=\"269\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image1-1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image1-1-160x55.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/05/image1-1-768x265.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Corpus 3 refers to one batch of 943 essays, which represents more than half of the 1,800 essays that were scored in this study. Numbers highlighted in green show exact score matches between ChatGPT and a human. Yellow highlights scores in which ChatGPT was within one point of the human score. \u003ccite>(Source: Tamara Tate, University of California, Irvine (2024))\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, this level of accuracy was impressive because even teachers disagree on how to score an essay and one-point discrepancies are common. Exact agreement, which only happens half the time between human raters, was worse for AI, which matched the human score exactly only about 40% of the time. Humans were far more likely to give a top grade of a 6 or a bottom grade of a 1. ChatGPT tended to cluster grades more in the middle, between 2 and 5. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tate set up ChatGPT for a tough challenge, competing against teachers and experts with PhDs who had received three hours of training in how to properly evaluate essays. “Teachers generally receive very little training in secondary school writing and they’re not going to be this accurate,” said Tate. “This is a gold-standard human evaluator we have here.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The raters had been paid to score these 1,800 essays as part of three earlier studies on student writing. Researchers fed these same student essays – ungraded – into ChatGPT and asked ChatGPT to score them cold. ChatGPT hadn’t been given any graded examples to calibrate its scores. All the researchers did was copy and paste an excerpt of the same scoring guidelines that the humans used, called a grading rubric, into ChatGPT and told it to “pretend” it was a teacher and score the essays on a scale of 1 to 6. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Older robo graders\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Earlier versions of automated essay graders have had \u003c/span>\u003ca href=\"https://www.ets.org/content/dam/ets-org/pdfs/e-rater/e-rater-research-publications.pdf\">\u003cspan style=\"font-weight: 400\">higher rates of accuracy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But they were expensive and time-consuming to create because scientists had to train the computer with hundreds of human-graded essays for each essay question. That’s economically feasible only in limited situations, such as for a standardized test, where thousands of students answer the same essay question. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Earlier robo graders could also be gamed, once a student understood the features that the computer system was grading for. In some cases, nonsense essays received high marks if fancy \u003c/span>\u003ca href=\"https://www.lornacollier.com/robogradingCC912.pdf\">\u003cspan style=\"font-weight: 400\">vocabulary words\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> were sprinkled in them. ChatGPT isn’t grading for particular hallmarks, but is analyzing patterns in massive datasets of language. Tate says she hasn’t yet seen ChatGPT give a high score to a nonsense essay. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tate expects ChatGPT’s grading accuracy to improve rapidly as new versions are released. Already, the research team has detected that the newer 4.0 version, which requires a paid subscription, is scoring more accurately than the free 3.5 version. Tate suspects that small tweaks to the grading instructions, or prompts, given to ChatGPT could improve existing versions. She is interested in testing whether ChatGPT’s scoring could become more reliable if a teacher trained it with just a few, perhaps five, sample essays that she has already graded. “Your average teacher might be willing to do that,” said Tate.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many ed tech startups, and even well-known vendors of educational materials, are now marketing \u003c/span>\u003ca href=\"https://www.essaygrader.ai/\">\u003cspan style=\"font-weight: 400\">new AI essay robo graders\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to schools. Many of them are powered under the hood by ChatGPT or another large language model and I learned from this study that accuracy rates can be reported in ways that can make the new AI graders seem more accurate than they are. Tate’s team calculated that, on a population level, there was no difference between human and AI scores. ChatGPT can already reliably tell you the average essay score in a school or, say, in the state of California. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Questions for AI vendors\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">At this point, it is not as accurate in scoring an individual student. And a teacher wants to know exactly how each student is doing. Tate advises teachers and school leaders who are considering using an AI essay grader to ask specific questions about accuracy rates on the student level:\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">What is the rate of exact agreement between the AI grader and a human rater on each essay? How often are they within one-point of each other?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The next step in Tate’s research is to study whether student writing improves after having an essay graded by ChatGPT. She’d like teachers to try using ChatGPT to score a first draft and then see if it encourages revisions, which are critical for improving writing. Tate thinks teachers could make it “almost like a game: how do I get my score up?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, it’s unclear if grades alone, without concrete feedback or suggestions for improvement, will motivate students to make revisions. Students may be discouraged by a low score from ChatGPT and give up. Many students might ignore a machine grade and only want to deal with a human they know. Still, Tate says some students are too scared to show their writing to a teacher until it’s in decent shape, and seeing their score improve on ChatGPT might be just the kind of positive feedback they need. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We know that a lot of students aren’t doing any revision,” said Tate. “If we can get them to look at their paper again, that is already a win.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That does give me hope, but I’m also worried that kids will just ask ChatGPT to write the whole essay for them in the first place.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-ai-essay-grading/\">\u003ci>\u003cspan style=\"font-weight: 400\">AI essay scoring\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63809/ai-essay-grading-could-help-overburdened-teachers-but-researchers-say-it-needs-more-work","authors":["byline_mindshift_63809"],"categories":["mindshift_195","mindshift_21504"],"tags":["mindshift_1023","mindshift_21511","mindshift_21107"],"featImg":"mindshift_63811","label":"mindshift"},"mindshift_63526":{"type":"posts","id":"mindshift_63526","meta":{"index":"posts_1716263798","site":"mindshift","id":"63526","score":null,"sort":[1712829600000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1712829600,"format":"standard","title":"How AI Could Transform the Way Schools Test Kids","headTitle":"How AI Could Transform the Way Schools Test Kids | KQED","content":"\u003cp class=\"p1\">Imagine interacting with an avatar that dissolves into tears – and being assessed on how intelligently and empathetically you respond to its emotional display.\u003c/p>\n\u003cp class=\"p1\">Or taking a math test that is created for you on the spot, the questions written to be responsive to the strengths and weaknesses you’ve displayed in prior answers. Picture being evaluated on your scientific knowledge and getting instantaneous feedback on your answers, in ways that help you better understand and respond to other questions.\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">These are just a few of the types of scenarios that could become reality as generative artificial intelligence advances, according to \u003c/span>Mario Piacentini, a senior analyst of innovative assessments with the Programme for International Student Assessment, known as PISA.\u003c/p>\n\u003cp class=\"p3\">He and others argue that AI has the potential to shake up the student testing industry, which has evolved little for decades and which critics say too often falls short of \u003ca href=\"https://www.kqed.org/mindshift/53241/how-mastery-based-learning-can-help-students-of-every-background-succeed\">evaluating students’ true knowledge\u003c/a>. But they also warn that the \u003ca href=\"https://www.kqed.org/mindshift/59560/how-do-you-stop-cheating-students-hint-tech-isnt-the-only-answer\">use of AI in assessments carries risks\u003c/a>.\u003c/p>\n\u003cp class=\"p1\">“AI is going to eat assessments for lunch,” said Ulrich Boser, a senior fellow at the Center for American Progress, where he co-authored a research \u003ca href=\"https://www.americanprogress.org/article/future-testing-education-artificial-intelligence/\">\u003cspan class=\"s2\">series\u003c/span>\u003c/a> on the future of assessments. He said that standardized testing may one day become a thing of the past, because AI has the potential to personalize testing to individual students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p3\">PISA, the influential international test, expects to integrate AI into the design of its 2029 test. Piacentini said the Organization for Economic Cooperation and Development, which runs PISA, is exploring the possible use of AI in several realms.\u003c/p>\n\u003cul class=\"ul1\">\n\u003cli class=\"li3\">It plans to evaluate students on their ability to \u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">use AI tools\u003c/a> and \u003ca href=\"https://www.kqed.org/mindshift/63390/ai-images-and-conspiracy-theories-are-driving-a-push-for-media-literacy-education\">to recognize AI-generated information\u003c/a>.\u003c/li>\n\u003cli class=\"li3\">It’s evaluating whether AI could help write test questions, which could potentially be a major money and time saver for test creators. (Big test makers like Pearson are already doing this, he said.)\u003c/li>\n\u003cli class=\"li3\">It’s considering whether AI could score tests. According to Piacentini, there’s promising evidence that AI can accurately and effectively score even relatively complex student work.\u003c/li>\n\u003cli class=\"li3\">Perhaps most significantly,\u003cb> \u003c/b>the organization is exploring how AI could help create tests that are “much more interesting and much more authentic,” as Piacentini puts it.\u003c/li>\n\u003c/ul>\n\u003cp class=\"p3\">When it comes to using AI to design tests, there are all sorts of opportunities. Career and tech students could be assessed on their practical skills via AI-driven simulations: For example, automotive students could participate in a simulation testing their ability to fix a car, Piacentini said.\u003c/p>\n\u003cp class=\"p3\">Right now those hands-on tests are incredibly intensive and costly – “it’s almost like shooting a movie,” Piacentini said. But AI could help put such tests within reach for students and schools around the world.\u003c/p>\n\u003cp class=\"p3\">AI-driven tests could also do a better job of assessing \u003ca href=\"https://www.kqed.org/mindshift/46781/three-tools-for-teaching-critical-thinking-and-problem-solving-skills\">students’ problem-solving abilities\u003c/a> and other skills, he said. It might prompt students when they’d made a mistake and nudge them toward a better way of approaching a problem. AI-powered tests could evaluate students on their \u003ca href=\"https://www.kqed.org/mindshift/61361/using-poetry-to-sharpen-students-claims-for-argument-writing\">ability to craft an argument\u003c/a> and persuade a chatbot. And they could help tailor tests to a student’s specific cultural and educational context.\u003c/p>\n\u003cp class=\"p3\">“One of the biggest problems that PISA has is when we’re testing students in Singapore, in sub-Saharan Africa, it’s a completely different universe. It’s very hard to build a single test that actually works for those two very different populations,” said Piacentini. But AI opens the door to “construct tests that are really made specifically for every single student.”\u003c/p>\n\u003cp class=\"p3\">That said, the technology isn’t there yet, and educators and test designers need to tread carefully, experts warn. During a recent \u003ca href=\"https://schedule.sxswedu.com/2024/events/PP139207\">\u003cspan class=\"s2\">SXSW EDU panel\u003c/span>\u003c/a>, Nicol Turner Lee, director of the Center for Technology Innovation at the Brookings Institution, said any conversation about AI’s role in assessments must first acknowledge disparities in access to these new tools. (\u003cem>Editor’s note: The panel was moderated by Javeria Salman, one of the writers of this article\u003c/em>.)\u003c/p>\n\u003cp class=\"p3\">Many schools still use paper products and struggle with spotty broadband and limited digital tools, Turner Lee said: The digital divide is “very much part of this conversation.” Before schools begin to use AI for assessments, teachers will need professional development on how to use AI effectively and wisely, she said.\u003c/p>\n\u003cp class=\"p5\">\u003cspan class=\"s4\">There’s also the issue of \u003ca href=\"https://hbr.org/2019/10/what-do-we-do-about-the-biases-in-ai\">bias embedded in many AI tools\u003c/a>. \u003c/span>\u003cspan class=\"s5\">AI is often sold as if it’s “magic,”\u003c/span>\u003cspan class=\"s4\"> Amelia Kelly\u003c/span>\u003cspan class=\"s6\">,\u003c/span>\u003cspan class=\"s5\"> chief technology officer at SoapBox Labs, a software company that develops AI voice technology, said during the panel. But it’s really “a set of decisions made by human beings, and unfortunately human beings have their own biases and they have their own cultural norms that are inbuilt.” \u003c/span>\u003c/p>\n\u003cp class=\"p5\">\u003cspan class=\"s5\">With AI at the moment, she added, you’ll get “a different answer depending on the color of your skin, or depending on the wealth of your neighbors, or depending on the native language of your parents.” \u003c/span>\u003cspan class=\"s4\"> \u003c/span>\u003c/p>\n\u003cp class=\"p3\">But the potential benefits for students and learning excite experts such as Kristen Huff, vice president of assessment and research at Curriculum Associates, where she helps develop online assessments. Huff, who also spoke on the panel, said AI tools could eventually not only improve testing but also “accelerate learning” in areas like early literacy, phonemic awareness and early numeracy skills. Huff said that teachers could integrate AI-driven assessments, especially AI voice tools, into their instruction in ways that are seamless and even “invisible,” allowing educators to continually update their understanding of where students are struggling and how to provide accurate feedback.\u003c/p>\n\u003cp class=\"p3\">PISA’s Piacentini said that while we’re just beginning to see the impact of AI on testing, the potential is great and the risks can be managed.\u003c/p>\n\u003cp class=\"p3\">“I am very optimistic that it is more an opportunity than a risk,” said Piacentini. “There’s always this risk of bias, but I think we can quantify it, we can analyze it, in a better way than we can analyze bias in humans.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p6\">\u003ci>This story about \u003c/i>\u003ca href=\"https://hechingerreport.org/how-ai-could-transform-the-way-schools-test-kids\">\u003cspan class=\"s7\">\u003ci>AI testing\u003c/i>\u003c/span>\u003c/a>\u003ci> was produced by \u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003cspan class=\"s2\">\u003ci>The Hechinger Report\u003c/i>\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/i>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cspan class=\"s2\">\u003ci>Hechinger’s newsletter\u003c/i>\u003c/span>\u003c/a>\u003cspan class=\"s8\">.\u003c/span>\u003c/p>\n\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1082,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":2},"modified":1712798213,"excerpt":"Generative artificial intelligence carries the potential for more creative, authentic tests – but also carries significant risks.","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Generative artificial intelligence carries the potential for more creative, authentic tests – but also carries significant risks.","socialDescription":"Generative artificial intelligence carries the potential for more creative, authentic tests – but also carries significant risks.","title":"How AI Could Transform the Way Schools Test Kids | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How AI Could Transform the Way Schools Test Kids","datePublished":"2024-04-11T03:00:00-07:00","dateModified":"2024-04-10T18:16:53-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"how-ai-could-transform-the-way-schools-test-kids","status":"publish","nprByline":"Caroline Preston and Javeria Salman, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","sticky":false,"showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63526/how-ai-could-transform-the-way-schools-test-kids","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">Imagine interacting with an avatar that dissolves into tears – and being assessed on how intelligently and empathetically you respond to its emotional display.\u003c/p>\n\u003cp class=\"p1\">Or taking a math test that is created for you on the spot, the questions written to be responsive to the strengths and weaknesses you’ve displayed in prior answers. Picture being evaluated on your scientific knowledge and getting instantaneous feedback on your answers, in ways that help you better understand and respond to other questions.\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">These are just a few of the types of scenarios that could become reality as generative artificial intelligence advances, according to \u003c/span>Mario Piacentini, a senior analyst of innovative assessments with the Programme for International Student Assessment, known as PISA.\u003c/p>\n\u003cp class=\"p3\">He and others argue that AI has the potential to shake up the student testing industry, which has evolved little for decades and which critics say too often falls short of \u003ca href=\"https://www.kqed.org/mindshift/53241/how-mastery-based-learning-can-help-students-of-every-background-succeed\">evaluating students’ true knowledge\u003c/a>. But they also warn that the \u003ca href=\"https://www.kqed.org/mindshift/59560/how-do-you-stop-cheating-students-hint-tech-isnt-the-only-answer\">use of AI in assessments carries risks\u003c/a>.\u003c/p>\n\u003cp class=\"p1\">“AI is going to eat assessments for lunch,” said Ulrich Boser, a senior fellow at the Center for American Progress, where he co-authored a research \u003ca href=\"https://www.americanprogress.org/article/future-testing-education-artificial-intelligence/\">\u003cspan class=\"s2\">series\u003c/span>\u003c/a> on the future of assessments. He said that standardized testing may one day become a thing of the past, because AI has the potential to personalize testing to individual students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p3\">PISA, the influential international test, expects to integrate AI into the design of its 2029 test. Piacentini said the Organization for Economic Cooperation and Development, which runs PISA, is exploring the possible use of AI in several realms.\u003c/p>\n\u003cul class=\"ul1\">\n\u003cli class=\"li3\">It plans to evaluate students on their ability to \u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">use AI tools\u003c/a> and \u003ca href=\"https://www.kqed.org/mindshift/63390/ai-images-and-conspiracy-theories-are-driving-a-push-for-media-literacy-education\">to recognize AI-generated information\u003c/a>.\u003c/li>\n\u003cli class=\"li3\">It’s evaluating whether AI could help write test questions, which could potentially be a major money and time saver for test creators. (Big test makers like Pearson are already doing this, he said.)\u003c/li>\n\u003cli class=\"li3\">It’s considering whether AI could score tests. According to Piacentini, there’s promising evidence that AI can accurately and effectively score even relatively complex student work.\u003c/li>\n\u003cli class=\"li3\">Perhaps most significantly,\u003cb> \u003c/b>the organization is exploring how AI could help create tests that are “much more interesting and much more authentic,” as Piacentini puts it.\u003c/li>\n\u003c/ul>\n\u003cp class=\"p3\">When it comes to using AI to design tests, there are all sorts of opportunities. Career and tech students could be assessed on their practical skills via AI-driven simulations: For example, automotive students could participate in a simulation testing their ability to fix a car, Piacentini said.\u003c/p>\n\u003cp class=\"p3\">Right now those hands-on tests are incredibly intensive and costly – “it’s almost like shooting a movie,” Piacentini said. But AI could help put such tests within reach for students and schools around the world.\u003c/p>\n\u003cp class=\"p3\">AI-driven tests could also do a better job of assessing \u003ca href=\"https://www.kqed.org/mindshift/46781/three-tools-for-teaching-critical-thinking-and-problem-solving-skills\">students’ problem-solving abilities\u003c/a> and other skills, he said. It might prompt students when they’d made a mistake and nudge them toward a better way of approaching a problem. AI-powered tests could evaluate students on their \u003ca href=\"https://www.kqed.org/mindshift/61361/using-poetry-to-sharpen-students-claims-for-argument-writing\">ability to craft an argument\u003c/a> and persuade a chatbot. And they could help tailor tests to a student’s specific cultural and educational context.\u003c/p>\n\u003cp class=\"p3\">“One of the biggest problems that PISA has is when we’re testing students in Singapore, in sub-Saharan Africa, it’s a completely different universe. It’s very hard to build a single test that actually works for those two very different populations,” said Piacentini. But AI opens the door to “construct tests that are really made specifically for every single student.”\u003c/p>\n\u003cp class=\"p3\">That said, the technology isn’t there yet, and educators and test designers need to tread carefully, experts warn. During a recent \u003ca href=\"https://schedule.sxswedu.com/2024/events/PP139207\">\u003cspan class=\"s2\">SXSW EDU panel\u003c/span>\u003c/a>, Nicol Turner Lee, director of the Center for Technology Innovation at the Brookings Institution, said any conversation about AI’s role in assessments must first acknowledge disparities in access to these new tools. (\u003cem>Editor’s note: The panel was moderated by Javeria Salman, one of the writers of this article\u003c/em>.)\u003c/p>\n\u003cp class=\"p3\">Many schools still use paper products and struggle with spotty broadband and limited digital tools, Turner Lee said: The digital divide is “very much part of this conversation.” Before schools begin to use AI for assessments, teachers will need professional development on how to use AI effectively and wisely, she said.\u003c/p>\n\u003cp class=\"p5\">\u003cspan class=\"s4\">There’s also the issue of \u003ca href=\"https://hbr.org/2019/10/what-do-we-do-about-the-biases-in-ai\">bias embedded in many AI tools\u003c/a>. \u003c/span>\u003cspan class=\"s5\">AI is often sold as if it’s “magic,”\u003c/span>\u003cspan class=\"s4\"> Amelia Kelly\u003c/span>\u003cspan class=\"s6\">,\u003c/span>\u003cspan class=\"s5\"> chief technology officer at SoapBox Labs, a software company that develops AI voice technology, said during the panel. But it’s really “a set of decisions made by human beings, and unfortunately human beings have their own biases and they have their own cultural norms that are inbuilt.” \u003c/span>\u003c/p>\n\u003cp class=\"p5\">\u003cspan class=\"s5\">With AI at the moment, she added, you’ll get “a different answer depending on the color of your skin, or depending on the wealth of your neighbors, or depending on the native language of your parents.” \u003c/span>\u003cspan class=\"s4\"> \u003c/span>\u003c/p>\n\u003cp class=\"p3\">But the potential benefits for students and learning excite experts such as Kristen Huff, vice president of assessment and research at Curriculum Associates, where she helps develop online assessments. Huff, who also spoke on the panel, said AI tools could eventually not only improve testing but also “accelerate learning” in areas like early literacy, phonemic awareness and early numeracy skills. Huff said that teachers could integrate AI-driven assessments, especially AI voice tools, into their instruction in ways that are seamless and even “invisible,” allowing educators to continually update their understanding of where students are struggling and how to provide accurate feedback.\u003c/p>\n\u003cp class=\"p3\">PISA’s Piacentini said that while we’re just beginning to see the impact of AI on testing, the potential is great and the risks can be managed.\u003c/p>\n\u003cp class=\"p3\">“I am very optimistic that it is more an opportunity than a risk,” said Piacentini. “There’s always this risk of bias, but I think we can quantify it, we can analyze it, in a better way than we can analyze bias in humans.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p6\">\u003ci>This story about \u003c/i>\u003ca href=\"https://hechingerreport.org/how-ai-could-transform-the-way-schools-test-kids\">\u003cspan class=\"s7\">\u003ci>AI testing\u003c/i>\u003c/span>\u003c/a>\u003ci> was produced by \u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003cspan class=\"s2\">\u003ci>The Hechinger Report\u003c/i>\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/i>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cspan class=\"s2\">\u003ci>Hechinger’s newsletter\u003c/i>\u003c/span>\u003c/a>\u003cspan class=\"s8\">.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63526/how-ai-could-transform-the-way-schools-test-kids","authors":["byline_mindshift_63526"],"categories":["mindshift_21504"],"tags":["mindshift_1023","mindshift_205","mindshift_21094"],"featImg":"mindshift_63528","label":"mindshift"},"mindshift_63441":{"type":"posts","id":"mindshift_63441","meta":{"index":"posts_1716263798","site":"mindshift","id":"63441","score":null,"sort":[1712019657000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1712019657,"format":"standard","title":"10 Hacks to Boost Teens' Executive Function Skills and Manage Screen Time","headTitle":"10 Hacks to Boost Teens’ Executive Function Skills and Manage Screen Time | KQED","content":"\u003cp>\u003cspan style=\"font-weight: 400\">Teens’ focus is interrupted, on average, every 90 seconds. Something as simple as an audible notification can draw focus away from a task. And when humans are distracted, it takes 23 minutes to get back to that previous level of focus. In schools, that means that in a 55-minute class period, multiple distractions across the classroom create an almost impossible task of staying on topic and focused. “When you toggle between two things, you lose cognitive energy and it takes a lot longer to get into deep focus,” said school psychologist \u003c/span>\u003ca href=\"https://www.tiktok.com/@thrivingstudents\">\u003cspan style=\"font-weight: 400\">Rebecca Branstetter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teens “don’t realize that multitasking is neurologically impossible.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Branstetter recently spoke at the \u003c/span>\u003ca href=\"https://www.learningandthebrain.com/conference-514/teaching-engaged-brains/\">\u003cspan style=\"font-weight: 400\">Learning and The Brain: Teaching Engaged Brains\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conference in San Francisco, where she cited the above statistics from the book \u003c/span>\u003ca href=\"https://stolenfocusbook.com/\">\u003ci>\u003cspan style=\"font-weight: 400\">Stolen Focus\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Johann Hari. When Branstetter asked about challenges with screens in the classroom, the audience of teachers shouted out familiar student behaviors, including: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">playing games during a lesson,\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">denying their phone was out when it was visible and\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">showing up tired from scrolling all night long.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">These distractions aren’t only frustrating for educators, research shows they reduce cognitive efficiency. Because social media is designed to keep users engaged for long periods of time, and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48315/why-executive-function-skills-take-so-long-to-fully-develop\">\u003cspan style=\"font-weight: 400\">kids and teens are still learning executive function skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it’s important for parents and teachers to set boundaries and serve as tech mentors, she said. “Willpower alone is not enough. You have to require that environment to set the stage for how to help kids prioritize and focus.” In her talk and a follow-up interview with MindShift, Branstetter offered 10 tips and hacks to help boost teen’s executive function skills and manage screen time. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>1. See tech as a tool\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Technology is like a hammer, said Branstetter. “It’s a tool, and you can use it to create beautiful things and you can create to destroy things. It depends on how you use it.” Adults can help to empower kids to see tech as a tool by encouraging them to find an app or tech tool that will address a specific challenge they are facing. If a teen is dealing with anxiety, for example, they can test out a few meditation apps and report back to the adult.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Branstetter also pointed out that there are apps that block the most searched websites on a device for a period of time, which can be useful for a student having a hard time focusing on tasks for extended periods of time.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>2. Coach through task initiation\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Task initiation is one of the big \u003ca href=\"https://developingchild.harvard.edu/resources/what-is-executive-function-and-how-does-it-relate-to-child-development/\">executive function skills\u003c/a> that are interrupted by technology and cell phone use, according to Branstetter. Adults might assume that stopping a previous task is an obvious precursor to initiating a new task, but kids and teens might need more explicit instruction to develop that sequencing habit. This can look like asking students what needs to be done in order to start a specific task. Students might suggest that phones need to go away and that they need to pull out necessary materials to perform the new task at hand. According to Branstetter, this is an important practice in self-awareness. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>3. Probe for the feelings behind phone distractions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Impulse control is another executive function skill that teens are developing. If a student is having trouble refraining from looking at their phone when initiating a new task, it can help to encourage quick mindful reflection. An adult can ask a teen, “What is it that’s making you go on your phone?” and suggest some feelings like anxiety or boredom that they might identify with. Then the adult and teen can create a quick plan for stopping phone use at that moment and refocusing on the more immediate task.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>4. Try the scrunchie trick or airplane mode\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Putting a scrunchie over the front camera prevents smartphone facial recognition from effortlessly unlocking aphone. Branstetter recommended guiding teens to use that moment when the phone doesn’t unlock for a mental check-in: “Why am I checking this? How do I feel?” If the scrunchie method doesn’t work, Branstetter suggested teaching teens to use airplane mode during a time when phone distractions are unwelcome.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>5. Take advantage of A.I.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are also some useful A.I. tools for teens who might struggle with task breakdown and completion. Branstetter recommended \u003ca href=\"https://goblin.tools/About\">Goblin Tools\u003c/a>, which takes a prompt like “I have to write a five-page paper on Mesopotamia,” and creates a checklist with the steps that a student might need to do to complete the assignment.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>6. Use a focus timer\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003ca href=\"https://www.kqed.org/mindshift/51765/procrastinating-still-how-a-tomato-timer-can-help-you-stop-putting-things-off\">Pomodoro technique\u003c/a>, which uses 25-minute bursts of focused time with breaks in between, has been a useful tool for the teens that Branstetter works with. She also recommended \u003ca href=\"https://www.forestapp.cc/\">Forest\u003c/a>, which can be downloaded as a smartphone app or used as a Chrome extension. Forest helps users track their focus time with a visual reminder of focus as a tree slowly grows on the screen, as well as real-world incentive. When a user completes a certain amount of focus time, without distraction, a real tree is planted through Forest app’s partner, Trees For The Future.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>7. Create a tech contract\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.commonsensemedia.org/sites/default/files/featured-content/files/common_sense_family_media_agreement.pdf\">Tech agreements\u003c/a> or contracts, allow teachers or parents to \u003ca href=\"https://www.commonsensemedia.org/articles/heres-real-proof-that-a-cellphone-contract-works\">collaborate with young people on expectations\u003c/a> for technology. One aspect of a tech agreement can be determining where the technology “hot spots” and “cold spots” are in the classroom or home. By predetermining where technology is expected to be used or not to be used, students have a better chance at applying their learned executive functioning and anticipatory thinking skills. Tech agreements can be \u003ca href=\"https://www.commonsensemedia.org/articles/our-sons-behavior-improved-with-a-tech-agreement\">revisited and adjusted\u003c/a> as often as needed, said Branstetter.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>8. Keep a technology diary\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another exercise that parents and teachers might find useful when it comes to making teens aware of their own habits, is to have them create a log of their daily activities, said Branstetter. For example, students can write a timeline of their day and determine how much time is spent outside, doing physical activity, socializing, having fun, focusing, and downtime without technology. By having kids take the time to reflect on their own data and see how much time is spent during their day doing certain activities, the unbalanced moments become very apparent, said Branstetter.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>9. Encourage future thinking\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Future planning is \u003ca href=\"https://www.kqed.org/mindshift/50947/how-reverse-planning-for-goals-can-help-students-succeed-in-school\">also a learned executive function skill\u003c/a>. “Because motivation is the ability to see a positive emotion of the future … we need to help kids do a future sketch,” said Branstetter. Helping students visualize what it might look like and feel like in the future to complete a task will help them with anticipatory thinking.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Branstetter likes doing a future sketch that she calls a “movie in your mind.” For example, if a teacher notices a student on their phone when they should be completing a math task, they might say something like this: “Here’s the movie that is playing in my mind right now. You have your phone out and there’s a no-phone policy, so I’m supposed to take it from you, and that’s how the movie ends, with me taking it.” The teacher then prompts the student to narrate how an episode might play out if they finish their math task versus if they don’t finish their math task. The teacher can then simply ask, “which one feels better to you?” leaving the anticipatory thinking to the student.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>10. Reinforce positive behaviors\u003c/b>\u003c/h2>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Branstetter has also seen success in positive reinforcement from adults when it’s specific and sincere. She said praise is best paired with corrective feedback in a 5:1 ratio. But with teenagers, praise is not often received as well if it’s made publicly, so try to offer both praise and corrective feedback in quieter, more private settings. When it comes to regulating screen time in the classroom, praise can be as simple as saying to a student, “I haven’t seen you with your phone all day in my class,” Branstetter suggested in her conference session.\u003c/span>\u003c/p>\n\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1400,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":17},"modified":1712270559,"excerpt":"Teens’ focus is interrupted, on average, every 90 seconds. A school psychologist offers tips to help them manage distractions, including their phones, in school.","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Teens’ focus is interrupted, on average, every 90 seconds. A school psychologist offers tips to help them manage distractions, including their phones.","socialDescription":"Teens’ focus is interrupted, on average, every 90 seconds. A school psychologist offers tips to help them manage distractions, including their phones.","title":"10 Hacks to Boost Teens' Executive Function Skills and Manage Screen Time | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"10 Hacks to Boost Teens' Executive Function Skills and Manage Screen Time","datePublished":"2024-04-01T18:00:57-07:00","dateModified":"2024-04-04T15:42:39-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"10-hacks-to-boost-teens-executive-function-skills-and-manage-screen-time","status":"publish","excludeFromSiteSearch":"Include","sticky":false,"articleAge":"0","path":"/mindshift/63441/10-hacks-to-boost-teens-executive-function-skills-and-manage-screen-time","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Teens’ focus is interrupted, on average, every 90 seconds. Something as simple as an audible notification can draw focus away from a task. And when humans are distracted, it takes 23 minutes to get back to that previous level of focus. In schools, that means that in a 55-minute class period, multiple distractions across the classroom create an almost impossible task of staying on topic and focused. “When you toggle between two things, you lose cognitive energy and it takes a lot longer to get into deep focus,” said school psychologist \u003c/span>\u003ca href=\"https://www.tiktok.com/@thrivingstudents\">\u003cspan style=\"font-weight: 400\">Rebecca Branstetter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teens “don’t realize that multitasking is neurologically impossible.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Branstetter recently spoke at the \u003c/span>\u003ca href=\"https://www.learningandthebrain.com/conference-514/teaching-engaged-brains/\">\u003cspan style=\"font-weight: 400\">Learning and The Brain: Teaching Engaged Brains\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conference in San Francisco, where she cited the above statistics from the book \u003c/span>\u003ca href=\"https://stolenfocusbook.com/\">\u003ci>\u003cspan style=\"font-weight: 400\">Stolen Focus\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> by Johann Hari. When Branstetter asked about challenges with screens in the classroom, the audience of teachers shouted out familiar student behaviors, including: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">playing games during a lesson,\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">denying their phone was out when it was visible and\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">showing up tired from scrolling all night long.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">These distractions aren’t only frustrating for educators, research shows they reduce cognitive efficiency. Because social media is designed to keep users engaged for long periods of time, and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48315/why-executive-function-skills-take-so-long-to-fully-develop\">\u003cspan style=\"font-weight: 400\">kids and teens are still learning executive function skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it’s important for parents and teachers to set boundaries and serve as tech mentors, she said. “Willpower alone is not enough. You have to require that environment to set the stage for how to help kids prioritize and focus.” In her talk and a follow-up interview with MindShift, Branstetter offered 10 tips and hacks to help boost teen’s executive function skills and manage screen time. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>1. See tech as a tool\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Technology is like a hammer, said Branstetter. “It’s a tool, and you can use it to create beautiful things and you can create to destroy things. It depends on how you use it.” Adults can help to empower kids to see tech as a tool by encouraging them to find an app or tech tool that will address a specific challenge they are facing. If a teen is dealing with anxiety, for example, they can test out a few meditation apps and report back to the adult.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Branstetter also pointed out that there are apps that block the most searched websites on a device for a period of time, which can be useful for a student having a hard time focusing on tasks for extended periods of time.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>2. Coach through task initiation\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Task initiation is one of the big \u003ca href=\"https://developingchild.harvard.edu/resources/what-is-executive-function-and-how-does-it-relate-to-child-development/\">executive function skills\u003c/a> that are interrupted by technology and cell phone use, according to Branstetter. Adults might assume that stopping a previous task is an obvious precursor to initiating a new task, but kids and teens might need more explicit instruction to develop that sequencing habit. This can look like asking students what needs to be done in order to start a specific task. Students might suggest that phones need to go away and that they need to pull out necessary materials to perform the new task at hand. According to Branstetter, this is an important practice in self-awareness. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>3. Probe for the feelings behind phone distractions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Impulse control is another executive function skill that teens are developing. If a student is having trouble refraining from looking at their phone when initiating a new task, it can help to encourage quick mindful reflection. An adult can ask a teen, “What is it that’s making you go on your phone?” and suggest some feelings like anxiety or boredom that they might identify with. Then the adult and teen can create a quick plan for stopping phone use at that moment and refocusing on the more immediate task.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>4. Try the scrunchie trick or airplane mode\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Putting a scrunchie over the front camera prevents smartphone facial recognition from effortlessly unlocking aphone. Branstetter recommended guiding teens to use that moment when the phone doesn’t unlock for a mental check-in: “Why am I checking this? How do I feel?” If the scrunchie method doesn’t work, Branstetter suggested teaching teens to use airplane mode during a time when phone distractions are unwelcome.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>5. Take advantage of A.I.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are also some useful A.I. tools for teens who might struggle with task breakdown and completion. Branstetter recommended \u003ca href=\"https://goblin.tools/About\">Goblin Tools\u003c/a>, which takes a prompt like “I have to write a five-page paper on Mesopotamia,” and creates a checklist with the steps that a student might need to do to complete the assignment.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>6. Use a focus timer\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003ca href=\"https://www.kqed.org/mindshift/51765/procrastinating-still-how-a-tomato-timer-can-help-you-stop-putting-things-off\">Pomodoro technique\u003c/a>, which uses 25-minute bursts of focused time with breaks in between, has been a useful tool for the teens that Branstetter works with. She also recommended \u003ca href=\"https://www.forestapp.cc/\">Forest\u003c/a>, which can be downloaded as a smartphone app or used as a Chrome extension. Forest helps users track their focus time with a visual reminder of focus as a tree slowly grows on the screen, as well as real-world incentive. When a user completes a certain amount of focus time, without distraction, a real tree is planted through Forest app’s partner, Trees For The Future.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>7. Create a tech contract\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.commonsensemedia.org/sites/default/files/featured-content/files/common_sense_family_media_agreement.pdf\">Tech agreements\u003c/a> or contracts, allow teachers or parents to \u003ca href=\"https://www.commonsensemedia.org/articles/heres-real-proof-that-a-cellphone-contract-works\">collaborate with young people on expectations\u003c/a> for technology. One aspect of a tech agreement can be determining where the technology “hot spots” and “cold spots” are in the classroom or home. By predetermining where technology is expected to be used or not to be used, students have a better chance at applying their learned executive functioning and anticipatory thinking skills. Tech agreements can be \u003ca href=\"https://www.commonsensemedia.org/articles/our-sons-behavior-improved-with-a-tech-agreement\">revisited and adjusted\u003c/a> as often as needed, said Branstetter.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>8. Keep a technology diary\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another exercise that parents and teachers might find useful when it comes to making teens aware of their own habits, is to have them create a log of their daily activities, said Branstetter. For example, students can write a timeline of their day and determine how much time is spent outside, doing physical activity, socializing, having fun, focusing, and downtime without technology. By having kids take the time to reflect on their own data and see how much time is spent during their day doing certain activities, the unbalanced moments become very apparent, said Branstetter.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>9. Encourage future thinking\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Future planning is \u003ca href=\"https://www.kqed.org/mindshift/50947/how-reverse-planning-for-goals-can-help-students-succeed-in-school\">also a learned executive function skill\u003c/a>. “Because motivation is the ability to see a positive emotion of the future … we need to help kids do a future sketch,” said Branstetter. Helping students visualize what it might look like and feel like in the future to complete a task will help them with anticipatory thinking.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Branstetter likes doing a future sketch that she calls a “movie in your mind.” For example, if a teacher notices a student on their phone when they should be completing a math task, they might say something like this: “Here’s the movie that is playing in my mind right now. You have your phone out and there’s a no-phone policy, so I’m supposed to take it from you, and that’s how the movie ends, with me taking it.” The teacher then prompts the student to narrate how an episode might play out if they finish their math task versus if they don’t finish their math task. The teacher can then simply ask, “which one feels better to you?” leaving the anticipatory thinking to the student.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>10. Reinforce positive behaviors\u003c/b>\u003c/h2>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Branstetter has also seen success in positive reinforcement from adults when it’s specific and sincere. She said praise is best paired with corrective feedback in a 5:1 ratio. But with teenagers, praise is not often received as well if it’s made publicly, so try to offer both praise and corrective feedback in quieter, more private settings. When it comes to regulating screen time in the classroom, praise can be as simple as saying to a student, “I haven’t seen you with your phone all day in my class,” Branstetter suggested in her conference session.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63441/10-hacks-to-boost-teens-executive-function-skills-and-manage-screen-time","authors":["11759"],"categories":["mindshift_21445","mindshift_195","mindshift_193"],"tags":["mindshift_1023","mindshift_866","mindshift_20955","mindshift_20816","mindshift_30","mindshift_1038"],"featImg":"mindshift_63443","label":"mindshift"},"mindshift_63390":{"type":"posts","id":"mindshift_63390","meta":{"index":"posts_1716263798","site":"mindshift","id":"63390","score":null,"sort":[1711026005000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1711026005,"format":"standard","title":"Teaching Media Literacy with Escape Rooms and AI Photos","headTitle":"Teaching Media Literacy with Escape Rooms and AI Photos | KQED","content":"\u003cp>\u003ca href=\"https://www.npr.org/2024/03/20/1239609121/videos-using-ao-are-popping-up-on-youtube-how-is-youtube-responding\">Videos\u003c/a>, \u003ca href=\"https://www.npr.org/2023/06/07/1180768459/how-to-identify-ai-generated-deepfake-images\">images\u003c/a> and \u003ca href=\"https://www.npr.org/2023/06/29/1183684732/ai-generated-text-is-hard-to-spot-it-could-play-a-big-role-in-the-2024-campaign\">text\u003c/a> created by generative artificial intelligence tools are turning up in \u003ca href=\"https://www.npr.org/2024/02/08/1229641751/ai-deepfakes-election-risks-lawmakers-tech-companies-artificial-intelligence\">elections\u003c/a>, for sale \u003ca href=\"https://www.npr.org/2024/03/13/1237888126/growing-number-ai-scam-books-amazon\">on Amazon\u003c/a> and even \u003ca href=\"https://www.npr.org/2023/12/30/1222273745/michael-cohen-ai-fake-legal-cases\">in court documents\u003c/a>. Learning to identify the growing flood of deepfakes, along with online \u003ca href=\"https://www.npr.org/2020/04/17/837202898/comic-fake-news-can-be-deadly-heres-how-to-spot-it\">conspiracy theories\u003c/a>, is becoming a rite of passage for students.\u003c/p>\n\u003cp>Earlier this month, about 500 high school students were milling about a cavernous ballroom on the University of Washington’s Seattle campus, just as the annual \u003ca href=\"https://www.cip.uw.edu/misinfoday/\">MisInfo Day\u003c/a> event was about to begin.\u003c/p>\n\u003cp>Isabella and Jasper are two sophomores from Ballard High School. (NPR isn’t using students’ last names because they’re under 18.)\u003c/p>\n\u003cp>Both consider themselves relatively savvy online, but admit it’s getting harder to figure out what they’re seeing online… especially the realistic images created by AI tools.\u003c/p>\n\u003cp>“I feel like…being able to use AI to make images is definitely sort of problematic,” says Jasper.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I’m actually not that confident,” said Isabella. “I feel like I’ll like fall for really stupid things and I’ll be like, ‘Oh, how did I not know this is not real?'”\u003c/p>\n\u003ch3>Navigating exaggeration, spin and outright lies\u003c/h3>\n\u003cp>Since its founding in 2019, MisInfo Day has grown into one of the nation’s best known media literacy events for high school students.\u003c/p>\n\u003cp>It originated with a popular undergraduate course at the University of Washington, “\u003ca href=\"https://www.callingbullshit.org/\">Calling Bulls***\u003c/a>: Data Reasoning in a Digital World,” co-created by Jevin West and Carl Bergstrom, to provide their students some guidance in how to navigate the proliferation of exaggeration, spin, and outright lies that could pass for facts and evidence online.\u003c/p>\n\u003cp>High school teachers were looking for something similar they could bring to their students, and MisInfo Day was born.\u003c/p>\n\u003cp>Organizers set up \u003ca href=\"https://docs.google.com/document/d/1nbFVcR3Hed9_v2rOprPI3SSUE5dNzbTRGT9_pZ6W3Ro/edit\">multiple sessions\u003c/a> for students to choose from, including TikTok and viral misinformation, and making sense of online rumors.\u003c/p>\n\u003cp>The escape rooms were among the most popular. There, the students broke into small teams and had 45 minutes to figure out if rumors a friend was passing along about a K-Pop group were true.\u003c/p>\n\u003cp>Part of the exercise involved looking at sets of images of human faces to figure out which were real and which were AI-generated. Some of the students debated whether a face’s teeth looked right while one student laughed that another face was “giving catfish profile,” referring \u003ca href=\"https://www.proofpoint.com/us/threat-reference/catfishing\">to scams\u003c/a> where someone uses a manufactured persona, often featuring an attractive image of another person, to draw in prey.\u003c/p>\n\u003cfigure id=\"attachment_63392\" class=\"wp-caption aligncenter\" style=\"max-width: 639px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63392\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/we-escaped-e1ac62af39bce51d757410c2e37fa66811b6e166.jpg\" alt=\"\" width=\"639\" height=\"479\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/we-escaped-e1ac62af39bce51d757410c2e37fa66811b6e166.jpg 639w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/we-escaped-e1ac62af39bce51d757410c2e37fa66811b6e166-160x120.jpg 160w\" sizes=\"(max-width: 639px) 100vw, 639px\">\u003cfigcaption class=\"wp-caption-text\">Some of the members of the team that won the escape room challenge at MisInfo Day, who represent Sedro Woolley High School, north of Seattle. \u003ccite>(Kim Malcolm/KUOW)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The first event in 2019 drew 200 kids from four local high schools. After a couple of years going online during the covid-19 pandemic, more than 500 students from six local schools took part in person at the Seattle event this year.\u003c/p>\n\u003cp>Hundreds more students attend other events hosted in collaboration with two campuses of Washington State University. This year, MisInfo Day’s organizers say 68 teachers from ten different states and three countries registered for online training with the \u003ca href=\"https://www.cip.uw.edu/misinfoday-library/\">MisInfo Day library\u003c/a>, so they can lead the activities in their own classrooms.\u003c/p>\n\u003cp>Educators are trying to fill a big gap, says Jevin West, an associate dean of research at UW’s Information School who co-founded the university’s Center for an Informed Public.\u003c/p>\n\u003cp>“The whole motivation for this program was to spend an entire day which might be the only day that many of these students will devote to this, what I consider one of the more important things that we can be teaching our public.”\u003c/p>\n\u003ch3>A growing demand for media literacy education\u003c/h3>\n\u003cp>The advocacy non-profit group Media Literacy Now’s \u003ca href=\"https://medialiteracynow.org/policyreport/\">annual report\u003c/a> shows 18 states have now passed bills pushing for \u003ca href=\"https://www.npr.org/2023/11/08/1210444566/like-it-or-not-kids-hear-the-news-heres-how-teachers-help-them-understand-it\">media literacy education\u003c/a>, and half of all state legislatures have held debates or votes on the topic.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.bu.edu/com/articles/media-literacy-skills-important-to-counter-disinformation-survey-says/\">recent survey\u003c/a> from Boston University shows 72% of adults say misinformation is a concern. But there’s a partisan gap in attitudes towards media literacy, says BU’s Michelle Amazeen\u003c/p>\n\u003cp>Democrats are more more likely (81%) to agree than Republicans (66%) that media literacy skills are important. Relatedly, Democrats are more likely than independents and Republicans to believe that media literacy training teaches one how to think more critically – and not what to think.\u003c/p>\n\u003cp>“It’s consistent with the pattern overall, that Republicans are just less trusting of media, they feel that there’s a liberal bias in the media and so they’re more likely to agree that media is trying to tell them what to think,” says Amazeen.\u003c/p>\n\u003cp>Jim Walsh, chair of the Washington State GOP, has criticized some of the state’s work to combat election disinformation, but he supports efforts like MisInfo Day.\u003c/p>\n\u003cp>“Well, like many things, the term media literacy sounds great. And it is great. If we keep it clean and clear and free of free of agendas. The risk, the challenge, is to make sure it stays free and clear, and doesn’t doesn’t end up getting hijacked by people pushing agendas of any sort,” says Walsh.\u003c/p>\n\u003cp>Back at Misinfo Day, a team of students from Sedro Woolley High School, north of Seattle, were the first to solve the escape room.\u003c/p>\n\u003cp>The winners all said they felt better equipped to assess what they see online after after the session. But the students wondered why media literacy education \u003ca href=\"https://www.npr.org/2021/06/12/1002908327/5-ways-for-seniors-to-protect-themselves-from-online-misinformation\">should be limited to teenagers\u003c/a>.\u003c/p>\n\u003cp>“I think honestly, adults might benefit more from it. Because they don’t usually think about that kind of stuff. We’re growing up in a very technological era. So we know we have to, but some adults are like, ‘Oh, it doesn’t affect me. Because I didn’t grow up like that,'” says Katie, a member of the winning team.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>MisInfo Day is expanding. In May, it’ll offer sessions to students in California for the first time.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 KUOW. To see more, visit \u003ca href=\"https://www.kuow.org\">KUOW\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=AI+images+and+conspiracy+theories+are+driving+a+push+for+media+literacy+education&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1051,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":28},"modified":1712586955,"excerpt":"MisInfo Day at University of Washington teaches high school students to identify deepfake images and online conspiracy theories. And the program is expanding.","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"MisInfo Day at University of Washington teaches high school students to identify deepfake images and online conspiracy theories.","socialDescription":"MisInfo Day at University of Washington teaches high school students to identify deepfake images and online conspiracy theories.","title":"Teaching Media Literacy with Escape Rooms and AI Photos | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Teaching Media Literacy with Escape Rooms and AI Photos","datePublished":"2024-03-21T06:00:05-07:00","dateModified":"2024-04-08T07:35:55-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"ai-images-and-conspiracy-theories-are-driving-a-push-for-media-literacy-education","status":"publish","nprApiLink":"http://api.npr.org/query?id=1239693671&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprStoryDate":"Thu, 21 Mar 2024 05:00:45 -0400","excludeFromSiteSearch":"Include","nprLastModifiedDate":"Thu, 21 Mar 2024 13:24:11 -0400","nprHtmlLink":"https://www.npr.org/2024/03/21/1239693671/ai-images-and-conspiracy-theories-are-driving-a-push-for-media-literacy-educatio?ft=nprml&f=1239693671","nprAudio":"https://play.podtrac.com/npr-191676894/ondemand.npr.org/anon.npr-mp3/npr/me/2024/03/20240321_me_ai_images_and_conspiracy_theories_are_driving_a_push_for_media_literacy_education.mp3?orgId=231&topicId=1013&aggIds=973275370&d=230&p=3&story=1239693671&ft=nprml&f=1239693671","nprImageAgency":"KUOW","nprAudioM3u":"http://api.npr.org/m3u/11239814896-259c03.m3u?orgId=231&topicId=1013&aggIds=973275370&d=230&p=3&story=1239693671&ft=nprml&f=1239693671","nprStoryId":"1239693671","nprByline":"Kim Malcolm","sticky":false,"nprImageCredit":"Kim Malcolm","showOnAuthorArchivePages":"No","articleAge":"0","nprRetrievedStory":"1","nprPubDate":"Thu, 21 Mar 2024 12:38:00 -0400","path":"/mindshift/63390/ai-images-and-conspiracy-theories-are-driving-a-push-for-media-literacy-education","audioUrl":"https://play.podtrac.com/npr-191676894/ondemand.npr.org/anon.npr-mp3/npr/me/2024/03/20240321_me_ai_images_and_conspiracy_theories_are_driving_a_push_for_media_literacy_education.mp3?orgId=231&topicId=1013&aggIds=973275370&d=230&p=3&story=1239693671&ft=nprml&f=1239693671","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.npr.org/2024/03/20/1239609121/videos-using-ao-are-popping-up-on-youtube-how-is-youtube-responding\">Videos\u003c/a>, \u003ca href=\"https://www.npr.org/2023/06/07/1180768459/how-to-identify-ai-generated-deepfake-images\">images\u003c/a> and \u003ca href=\"https://www.npr.org/2023/06/29/1183684732/ai-generated-text-is-hard-to-spot-it-could-play-a-big-role-in-the-2024-campaign\">text\u003c/a> created by generative artificial intelligence tools are turning up in \u003ca href=\"https://www.npr.org/2024/02/08/1229641751/ai-deepfakes-election-risks-lawmakers-tech-companies-artificial-intelligence\">elections\u003c/a>, for sale \u003ca href=\"https://www.npr.org/2024/03/13/1237888126/growing-number-ai-scam-books-amazon\">on Amazon\u003c/a> and even \u003ca href=\"https://www.npr.org/2023/12/30/1222273745/michael-cohen-ai-fake-legal-cases\">in court documents\u003c/a>. Learning to identify the growing flood of deepfakes, along with online \u003ca href=\"https://www.npr.org/2020/04/17/837202898/comic-fake-news-can-be-deadly-heres-how-to-spot-it\">conspiracy theories\u003c/a>, is becoming a rite of passage for students.\u003c/p>\n\u003cp>Earlier this month, about 500 high school students were milling about a cavernous ballroom on the University of Washington’s Seattle campus, just as the annual \u003ca href=\"https://www.cip.uw.edu/misinfoday/\">MisInfo Day\u003c/a> event was about to begin.\u003c/p>\n\u003cp>Isabella and Jasper are two sophomores from Ballard High School. (NPR isn’t using students’ last names because they’re under 18.)\u003c/p>\n\u003cp>Both consider themselves relatively savvy online, but admit it’s getting harder to figure out what they’re seeing online… especially the realistic images created by AI tools.\u003c/p>\n\u003cp>“I feel like…being able to use AI to make images is definitely sort of problematic,” says Jasper.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I’m actually not that confident,” said Isabella. “I feel like I’ll like fall for really stupid things and I’ll be like, ‘Oh, how did I not know this is not real?'”\u003c/p>\n\u003ch3>Navigating exaggeration, spin and outright lies\u003c/h3>\n\u003cp>Since its founding in 2019, MisInfo Day has grown into one of the nation’s best known media literacy events for high school students.\u003c/p>\n\u003cp>It originated with a popular undergraduate course at the University of Washington, “\u003ca href=\"https://www.callingbullshit.org/\">Calling Bulls***\u003c/a>: Data Reasoning in a Digital World,” co-created by Jevin West and Carl Bergstrom, to provide their students some guidance in how to navigate the proliferation of exaggeration, spin, and outright lies that could pass for facts and evidence online.\u003c/p>\n\u003cp>High school teachers were looking for something similar they could bring to their students, and MisInfo Day was born.\u003c/p>\n\u003cp>Organizers set up \u003ca href=\"https://docs.google.com/document/d/1nbFVcR3Hed9_v2rOprPI3SSUE5dNzbTRGT9_pZ6W3Ro/edit\">multiple sessions\u003c/a> for students to choose from, including TikTok and viral misinformation, and making sense of online rumors.\u003c/p>\n\u003cp>The escape rooms were among the most popular. There, the students broke into small teams and had 45 minutes to figure out if rumors a friend was passing along about a K-Pop group were true.\u003c/p>\n\u003cp>Part of the exercise involved looking at sets of images of human faces to figure out which were real and which were AI-generated. Some of the students debated whether a face’s teeth looked right while one student laughed that another face was “giving catfish profile,” referring \u003ca href=\"https://www.proofpoint.com/us/threat-reference/catfishing\">to scams\u003c/a> where someone uses a manufactured persona, often featuring an attractive image of another person, to draw in prey.\u003c/p>\n\u003cfigure id=\"attachment_63392\" class=\"wp-caption aligncenter\" style=\"max-width: 639px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63392\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/we-escaped-e1ac62af39bce51d757410c2e37fa66811b6e166.jpg\" alt=\"\" width=\"639\" height=\"479\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/we-escaped-e1ac62af39bce51d757410c2e37fa66811b6e166.jpg 639w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/we-escaped-e1ac62af39bce51d757410c2e37fa66811b6e166-160x120.jpg 160w\" sizes=\"(max-width: 639px) 100vw, 639px\">\u003cfigcaption class=\"wp-caption-text\">Some of the members of the team that won the escape room challenge at MisInfo Day, who represent Sedro Woolley High School, north of Seattle. \u003ccite>(Kim Malcolm/KUOW)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The first event in 2019 drew 200 kids from four local high schools. After a couple of years going online during the covid-19 pandemic, more than 500 students from six local schools took part in person at the Seattle event this year.\u003c/p>\n\u003cp>Hundreds more students attend other events hosted in collaboration with two campuses of Washington State University. This year, MisInfo Day’s organizers say 68 teachers from ten different states and three countries registered for online training with the \u003ca href=\"https://www.cip.uw.edu/misinfoday-library/\">MisInfo Day library\u003c/a>, so they can lead the activities in their own classrooms.\u003c/p>\n\u003cp>Educators are trying to fill a big gap, says Jevin West, an associate dean of research at UW’s Information School who co-founded the university’s Center for an Informed Public.\u003c/p>\n\u003cp>“The whole motivation for this program was to spend an entire day which might be the only day that many of these students will devote to this, what I consider one of the more important things that we can be teaching our public.”\u003c/p>\n\u003ch3>A growing demand for media literacy education\u003c/h3>\n\u003cp>The advocacy non-profit group Media Literacy Now’s \u003ca href=\"https://medialiteracynow.org/policyreport/\">annual report\u003c/a> shows 18 states have now passed bills pushing for \u003ca href=\"https://www.npr.org/2023/11/08/1210444566/like-it-or-not-kids-hear-the-news-heres-how-teachers-help-them-understand-it\">media literacy education\u003c/a>, and half of all state legislatures have held debates or votes on the topic.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.bu.edu/com/articles/media-literacy-skills-important-to-counter-disinformation-survey-says/\">recent survey\u003c/a> from Boston University shows 72% of adults say misinformation is a concern. But there’s a partisan gap in attitudes towards media literacy, says BU’s Michelle Amazeen\u003c/p>\n\u003cp>Democrats are more more likely (81%) to agree than Republicans (66%) that media literacy skills are important. Relatedly, Democrats are more likely than independents and Republicans to believe that media literacy training teaches one how to think more critically – and not what to think.\u003c/p>\n\u003cp>“It’s consistent with the pattern overall, that Republicans are just less trusting of media, they feel that there’s a liberal bias in the media and so they’re more likely to agree that media is trying to tell them what to think,” says Amazeen.\u003c/p>\n\u003cp>Jim Walsh, chair of the Washington State GOP, has criticized some of the state’s work to combat election disinformation, but he supports efforts like MisInfo Day.\u003c/p>\n\u003cp>“Well, like many things, the term media literacy sounds great. And it is great. If we keep it clean and clear and free of free of agendas. The risk, the challenge, is to make sure it stays free and clear, and doesn’t doesn’t end up getting hijacked by people pushing agendas of any sort,” says Walsh.\u003c/p>\n\u003cp>Back at Misinfo Day, a team of students from Sedro Woolley High School, north of Seattle, were the first to solve the escape room.\u003c/p>\n\u003cp>The winners all said they felt better equipped to assess what they see online after after the session. But the students wondered why media literacy education \u003ca href=\"https://www.npr.org/2021/06/12/1002908327/5-ways-for-seniors-to-protect-themselves-from-online-misinformation\">should be limited to teenagers\u003c/a>.\u003c/p>\n\u003cp>“I think honestly, adults might benefit more from it. Because they don’t usually think about that kind of stuff. We’re growing up in a very technological era. So we know we have to, but some adults are like, ‘Oh, it doesn’t affect me. Because I didn’t grow up like that,'” says Katie, a member of the winning team.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>MisInfo Day is expanding. In May, it’ll offer sessions to students in California for the first time.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 KUOW. To see more, visit \u003ca href=\"https://www.kuow.org\">KUOW\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=AI+images+and+conspiracy+theories+are+driving+a+push+for+media+literacy+education&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63390/ai-images-and-conspiracy-theories-are-driving-a-push-for-media-literacy-education","authors":["byline_mindshift_63390"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_1023","mindshift_843","mindshift_21424","mindshift_21067"],"featImg":"mindshift_63391","label":"mindshift"},"mindshift_62986":{"type":"posts","id":"mindshift_62986","meta":{"index":"posts_1716263798","site":"mindshift","id":"62986","score":null,"sort":[1706007617000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1706007617,"format":"standard","title":"Demystifying Copyright for Teachers and Students","headTitle":"Demystifying Copyright for Teachers and Students | KQED","content":"\u003cp>\u003cspan style=\"font-weight: 400\">In 2019, the Houston Independent School District found itself entangled in a legal battle, facing a \u003c/span>\u003ca href=\"https://www.houstonchronicle.com/news/houston-texas/education/article/Federal-jury-HISD-staff-repeatedly-violated-13895634.php\">\u003cspan style=\"font-weight: 400\">verdict of $9.2 million for copyright violations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. School staff had repeatedly photocopied, manipulated and distributed study guides from an educational publishing company. This incident served as a wake-up call for teachers who thought copyright law did not apply to their classrooms. “Teachers either don’t know or don’t want to know that they’re violating copyright,” said \u003c/span>\u003ca href=\"https://www.melissaannpero.com/\">\u003cspan style=\"font-weight: 400\">Melissa-Ann Pero\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a former language arts teacher who has also worked with educators on hybrid and online learning practices in Pennsylvania.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.copyright.gov/what-is-copyright/\">\u003cspan style=\"font-weight: 400\">Copyright\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> ensures that creators have exclusive rights to print, publish, perform, film or record their literary, artistic and musical creations – or to authorize others to do so. While many teachers willingly share their instructional materials, even those they have personally crafted, the act of sharing doesn’t negate the need for proper attribution or copyright protection. “I’ve tried to get away from using phrases like ‘I’ve stolen that from somebody,’ because I haven’t. I’ve asked to borrow it, and I give people credit,” said Pero, who now teaches at a career and technical high school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sound copyright practices not only shield teachers from legal complications and safeguard their intellectual property, but also set an example for students. In the digital era, when information can be ambiguously sourced and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47580/media-literacy-five-ways-teachers-are-fighting-fake-news\">\u003cspan style=\"font-weight: 400\">potentially misleading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.edutopia.org/article/teaching-rhetorical-analysis-news/\">\u003cspan style=\"font-weight: 400\">teaching students the importance of proper sourcing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> continues to grow in importance. At the International Society for Technology in Education (ISTE) conference last year, Pero and other speakers offered recommendations for how educators can navigate copyright and model digital citizenship for students.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Schools have certain protections. What are they?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In education, copyright has its own set of rules that provide specific protections. \u003c/span>\u003cspan style=\"font-weight: 400\">Fair use allows limited use of copyrighted work without seeking permission, serving purposes like news reporting, commentary, education, parody and the creation of transformative new works.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, the protective umbrella of education is not as impervious as once believed, said Pero.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fa\u003c/span>\u003cspan style=\"font-weight: 400\">ir use isn’t a one-size-fits-all rule, and it is evaluated on a case-by-case basis that considers four key factors: the purpose of use, the nature of the original work, the amount used and the impact on the original’s market value.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Purpose of use:\u003c/b>\u003cspan style=\"font-weight: 400\"> Educators can share materials as long as they’re integral to the course, part of systematic instructional activities, and directly related to the teaching objectives. However, expanding the purpose, like publishing a school project online, might change fair use status. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Nature of the original work: \u003c/b>\u003cspan style=\"font-weight: 400\">Fair use status is more likely if the original is informative or factual rather than highly creative. However, creative works can still qualify. For example, watching a taped production of Hamlet during a unit on Shakespeare in an English class is likely to fall under fair use.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Amount used: \u003c/b>\u003cspan style=\"font-weight: 400\">Fair use asks that teachers use portions of the original material and only what’s necessary to convey their point. While it’s still possible with entire creative works, like videos or songs, using less increases the likelihood of fair use. Excerpts – typically two pages or less or 10% of longer works – are permissible, along with up to 30 seconds of music. Pero emphasized that many publishing companies are open to working with teachers as long as proper credit is given. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Market impact:\u003c/b>\u003cspan style=\"font-weight: 400\"> If your use undermines the creator’s ability to profit from their work, it’s less likely to be considered fair use.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">For clarification on copyright concerns, Mary Beth Clifton, who teaches about copyright in her role as an instructional technology coordinator in Pennsylvania, recommended that educators use \u003c/span>\u003ca href=\"https://copyrightandcreativity.org/online-training/\">\u003cspan style=\"font-weight: 400\">Copyright and Creativity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an online hub of educator-friendly resources about copyright, including office hours, webinars and \u003c/span>\u003ca href=\"https://copyrightandcreativity.org/infographics/\">\u003cspan style=\"font-weight: 400\">downloadable posters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During pandemic-related distance learning, teachers relied on the 2002 \u003c/span>\u003ca href=\"https://www.copyright.gov/docs/regstat031301.html\">\u003cspan style=\"font-weight: 400\">Technology, Education and Copyright Harmonization (“TEACH”) Act\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This act provides exemptions that allow educators to share certain copyright-protected materials online with students without getting permission from copyright holders. Generally, the TEACH Act mandates that distribution of all materials must be limited to students who are currently enrolled in the class for a specific time. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Digital citizenship and nurturing respect for copyright\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Citing sources and giving credit are integral components of digital citizenship — how we conduct ourselves responsibly in the online world. Complying with copyright can seem tedious, but it is foundational to many of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/digital-citizenship\">\u003cspan style=\"font-weight: 400\">digital citizenship\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> skills teachers hope to instill in students. “We talk about how to be respectful, face-to-face and how to be respectful in a Zoom conference. We also need to talk about how to be respectful in the digital environment,” said Clifton. With\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">\u003cspan style=\"font-weight: 400\"> AI tools on the rise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students’ ability to trace the origins of their sources will become more valuable. When teachers make their own copyright practices visible, they model its importance for students. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Empowering students to copyright their work\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way to help students to become more knowledgeable about copyright is to have them copyright their own work. With students increasingly \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47636/what-writing-wikipedia-entries-can-teach-students-about-digital-literacy\">\u003cspan style=\"font-weight: 400\">creating their own content as opposed to just consuming it\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, teachers have an opportunity to introduce them to copyrighting. Clifton suggested students and teachers use \u003c/span>\u003ca href=\"https://creativecommons.org/\">\u003cspan style=\"font-weight: 400\">Creative Commons\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> licenses because they are a simple way to communicate how one wants their work to be used. A Creative Commons license is a public use license that allows creators to \u003c/span>\u003ca href=\"https://creativecommons.org/share-your-work/cclicenses/\">\u003cspan style=\"font-weight: 400\">mix and match four conditions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to communicate how they would like the work to be used. For example, a person may choose to allow others to distribute, remix, adapt, and build upon the material for noncommercial purposes only. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students experience the process of protecting their own work, it’s easier to communicate the significance of copyright because it’s more personalized, said Clifton. She prompts students with questions about how they would feel about finding out that their work was used without permission to foster discussions about sharing and respecting creative works.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Practicing mindful image use\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether it’s in a powerpoint or on a poster board, images are often used without permission. To illustrate how images are protected by copyright, Pero used the logo from the Tokyo Olympics in 2020 as an example. When the first Tokyo 2020 logo was presented, a Belgian designer said it was too similar to one of his designs, and the \u003c/span>\u003ca href=\"https://www.bbc.com/news/world-asia-34115750\">\u003cspan style=\"font-weight: 400\">Tokyo Olympics logo was changed.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> In her classes, Pero instructed students to \u003c/span>\u003ca href=\"https://support.google.com/websearch/answer/29508?hl=en&co=GENIE.Platform%3DAndroid\">\u003cspan style=\"font-weight: 400\">use filters on Google image search\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to easily access images that are free to share. Even when using such searches, teachers can set the expectation that students should credit the image creators.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Pero oversaw her schools’ yearbook class, and she instructed students to give photo credit for each photo whether they were taken professionally or by peers. “One year, we made a yearbook that mimicked Survivor’s logo,” said Pero. She told students that if they wanted to go through with the idea, “We need to get permission because we’re going to publish like 400 of these.” Student sent an image of the yearbook logo to Survivor’s production team to confirm that it was okay to use. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Inviting students to connect with creators \u003c/b>\u003c/h2>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Pero’s students did independent choice reading, she invited them to give authors a shoutout on social media. As part of the assignment, students identified the author’s social handle and tagged them in a post about what they read. If the student didn’t have a social account she did it from her own account. “They were amazed at the [response] they got,” said Pero. This simple act allowed students to connect with the creators behind the works they engage with, fostering a deeper appreciation for writers and artists. Learning more about the origins of the works they appreciate can empower students and develop their agency. Starting these habits early lays the foundation for a future where acknowledging sources becomes second nature. “Let’s get kids in the habit, students in the habit, adults in the habit of saying, ‘I got this from here. It’s not mine,'” Pero said.\u003c/span>\u003c/p>\n\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1410,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":16},"modified":1713291329,"excerpt":"When teachers model correct copyright use they not only shield themselves from legal complications, but also set a good example for students.","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"When teachers model correct copyright use, they not only shield themselves from legal complications, but also set a good example for students.","socialDescription":"When teachers model correct copyright use, they not only shield themselves from legal complications, but also set a good example for students.","title":"Demystifying Copyright for Teachers and Students | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Demystifying Copyright for Teachers and Students","datePublished":"2024-01-23T03:00:17-08:00","dateModified":"2024-04-16T11:15:29-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"demystifying-copyright-for-teachers-and-students","status":"publish","excludeFromSiteSearch":"Include","sticky":false,"articleAge":"0","path":"/mindshift/62986/demystifying-copyright-for-teachers-and-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In 2019, the Houston Independent School District found itself entangled in a legal battle, facing a \u003c/span>\u003ca href=\"https://www.houstonchronicle.com/news/houston-texas/education/article/Federal-jury-HISD-staff-repeatedly-violated-13895634.php\">\u003cspan style=\"font-weight: 400\">verdict of $9.2 million for copyright violations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. School staff had repeatedly photocopied, manipulated and distributed study guides from an educational publishing company. This incident served as a wake-up call for teachers who thought copyright law did not apply to their classrooms. “Teachers either don’t know or don’t want to know that they’re violating copyright,” said \u003c/span>\u003ca href=\"https://www.melissaannpero.com/\">\u003cspan style=\"font-weight: 400\">Melissa-Ann Pero\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a former language arts teacher who has also worked with educators on hybrid and online learning practices in Pennsylvania.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.copyright.gov/what-is-copyright/\">\u003cspan style=\"font-weight: 400\">Copyright\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> ensures that creators have exclusive rights to print, publish, perform, film or record their literary, artistic and musical creations – or to authorize others to do so. While many teachers willingly share their instructional materials, even those they have personally crafted, the act of sharing doesn’t negate the need for proper attribution or copyright protection. “I’ve tried to get away from using phrases like ‘I’ve stolen that from somebody,’ because I haven’t. I’ve asked to borrow it, and I give people credit,” said Pero, who now teaches at a career and technical high school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sound copyright practices not only shield teachers from legal complications and safeguard their intellectual property, but also set an example for students. In the digital era, when information can be ambiguously sourced and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47580/media-literacy-five-ways-teachers-are-fighting-fake-news\">\u003cspan style=\"font-weight: 400\">potentially misleading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.edutopia.org/article/teaching-rhetorical-analysis-news/\">\u003cspan style=\"font-weight: 400\">teaching students the importance of proper sourcing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> continues to grow in importance. At the International Society for Technology in Education (ISTE) conference last year, Pero and other speakers offered recommendations for how educators can navigate copyright and model digital citizenship for students.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Schools have certain protections. What are they?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In education, copyright has its own set of rules that provide specific protections. \u003c/span>\u003cspan style=\"font-weight: 400\">Fair use allows limited use of copyrighted work without seeking permission, serving purposes like news reporting, commentary, education, parody and the creation of transformative new works.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, the protective umbrella of education is not as impervious as once believed, said Pero.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fa\u003c/span>\u003cspan style=\"font-weight: 400\">ir use isn’t a one-size-fits-all rule, and it is evaluated on a case-by-case basis that considers four key factors: the purpose of use, the nature of the original work, the amount used and the impact on the original’s market value.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Purpose of use:\u003c/b>\u003cspan style=\"font-weight: 400\"> Educators can share materials as long as they’re integral to the course, part of systematic instructional activities, and directly related to the teaching objectives. However, expanding the purpose, like publishing a school project online, might change fair use status. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Nature of the original work: \u003c/b>\u003cspan style=\"font-weight: 400\">Fair use status is more likely if the original is informative or factual rather than highly creative. However, creative works can still qualify. For example, watching a taped production of Hamlet during a unit on Shakespeare in an English class is likely to fall under fair use.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Amount used: \u003c/b>\u003cspan style=\"font-weight: 400\">Fair use asks that teachers use portions of the original material and only what’s necessary to convey their point. While it’s still possible with entire creative works, like videos or songs, using less increases the likelihood of fair use. Excerpts – typically two pages or less or 10% of longer works – are permissible, along with up to 30 seconds of music. Pero emphasized that many publishing companies are open to working with teachers as long as proper credit is given. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Market impact:\u003c/b>\u003cspan style=\"font-weight: 400\"> If your use undermines the creator’s ability to profit from their work, it’s less likely to be considered fair use.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">For clarification on copyright concerns, Mary Beth Clifton, who teaches about copyright in her role as an instructional technology coordinator in Pennsylvania, recommended that educators use \u003c/span>\u003ca href=\"https://copyrightandcreativity.org/online-training/\">\u003cspan style=\"font-weight: 400\">Copyright and Creativity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an online hub of educator-friendly resources about copyright, including office hours, webinars and \u003c/span>\u003ca href=\"https://copyrightandcreativity.org/infographics/\">\u003cspan style=\"font-weight: 400\">downloadable posters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During pandemic-related distance learning, teachers relied on the 2002 \u003c/span>\u003ca href=\"https://www.copyright.gov/docs/regstat031301.html\">\u003cspan style=\"font-weight: 400\">Technology, Education and Copyright Harmonization (“TEACH”) Act\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This act provides exemptions that allow educators to share certain copyright-protected materials online with students without getting permission from copyright holders. Generally, the TEACH Act mandates that distribution of all materials must be limited to students who are currently enrolled in the class for a specific time. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Digital citizenship and nurturing respect for copyright\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Citing sources and giving credit are integral components of digital citizenship — how we conduct ourselves responsibly in the online world. Complying with copyright can seem tedious, but it is foundational to many of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/digital-citizenship\">\u003cspan style=\"font-weight: 400\">digital citizenship\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> skills teachers hope to instill in students. “We talk about how to be respectful, face-to-face and how to be respectful in a Zoom conference. We also need to talk about how to be respectful in the digital environment,” said Clifton. With\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">\u003cspan style=\"font-weight: 400\"> AI tools on the rise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students’ ability to trace the origins of their sources will become more valuable. When teachers make their own copyright practices visible, they model its importance for students. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Empowering students to copyright their work\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way to help students to become more knowledgeable about copyright is to have them copyright their own work. With students increasingly \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47636/what-writing-wikipedia-entries-can-teach-students-about-digital-literacy\">\u003cspan style=\"font-weight: 400\">creating their own content as opposed to just consuming it\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, teachers have an opportunity to introduce them to copyrighting. Clifton suggested students and teachers use \u003c/span>\u003ca href=\"https://creativecommons.org/\">\u003cspan style=\"font-weight: 400\">Creative Commons\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> licenses because they are a simple way to communicate how one wants their work to be used. A Creative Commons license is a public use license that allows creators to \u003c/span>\u003ca href=\"https://creativecommons.org/share-your-work/cclicenses/\">\u003cspan style=\"font-weight: 400\">mix and match four conditions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to communicate how they would like the work to be used. For example, a person may choose to allow others to distribute, remix, adapt, and build upon the material for noncommercial purposes only. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students experience the process of protecting their own work, it’s easier to communicate the significance of copyright because it’s more personalized, said Clifton. She prompts students with questions about how they would feel about finding out that their work was used without permission to foster discussions about sharing and respecting creative works.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Practicing mindful image use\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether it’s in a powerpoint or on a poster board, images are often used without permission. To illustrate how images are protected by copyright, Pero used the logo from the Tokyo Olympics in 2020 as an example. When the first Tokyo 2020 logo was presented, a Belgian designer said it was too similar to one of his designs, and the \u003c/span>\u003ca href=\"https://www.bbc.com/news/world-asia-34115750\">\u003cspan style=\"font-weight: 400\">Tokyo Olympics logo was changed.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> In her classes, Pero instructed students to \u003c/span>\u003ca href=\"https://support.google.com/websearch/answer/29508?hl=en&co=GENIE.Platform%3DAndroid\">\u003cspan style=\"font-weight: 400\">use filters on Google image search\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to easily access images that are free to share. Even when using such searches, teachers can set the expectation that students should credit the image creators.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Pero oversaw her schools’ yearbook class, and she instructed students to give photo credit for each photo whether they were taken professionally or by peers. “One year, we made a yearbook that mimicked Survivor’s logo,” said Pero. She told students that if they wanted to go through with the idea, “We need to get permission because we’re going to publish like 400 of these.” Student sent an image of the yearbook logo to Survivor’s production team to confirm that it was okay to use. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Inviting students to connect with creators \u003c/b>\u003c/h2>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Pero’s students did independent choice reading, she invited them to give authors a shoutout on social media. As part of the assignment, students identified the author’s social handle and tagged them in a post about what they read. If the student didn’t have a social account she did it from her own account. “They were amazed at the [response] they got,” said Pero. This simple act allowed students to connect with the creators behind the works they engage with, fostering a deeper appreciation for writers and artists. Learning more about the origins of the works they appreciate can empower students and develop their agency. Starting these habits early lays the foundation for a future where acknowledging sources becomes second nature. “Let’s get kids in the habit, students in the habit, adults in the habit of saying, ‘I got this from here. It’s not mine,'” Pero said.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62986/demystifying-copyright-for-teachers-and-students","authors":["11721"],"categories":["mindshift_20579","mindshift_195","mindshift_21358","mindshift_193"],"tags":["mindshift_1023","mindshift_528","mindshift_529","mindshift_862","mindshift_822","mindshift_968","mindshift_546"],"featImg":"mindshift_62987","label":"mindshift"},"mindshift_62973":{"type":"posts","id":"mindshift_62973","meta":{"index":"posts_1716263798","site":"mindshift","id":"62973","score":null,"sort":[1705316425000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1705316425,"format":"standard","title":"How an AI Talk meter Can Prompt Teachers to Talk Less and Students to Talk More","headTitle":"How an AI Talk meter Can Prompt Teachers to Talk Less and Students to Talk More | KQED","content":"\u003cp>\u003cspan style=\"font-weight: 400\">Silence may be golden, but when it comes to learning with a tutor, talking is pure gold. It’s audible proof that a student is paying attention and not drifting off, research suggests. More importantly, the more a student articulates his or her reasoning, the easier it is for a tutor to correct misunderstandings or praise a breakthrough. Those are the moments when learning happens.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One India-based tutoring company, Cuemath, trains its tutors to encourage students to talk more. Its tutors are in India, but many of its clients are American families with elementary school children. The tutoring takes place at home via online video, like a Zoom meeting with a whiteboard, where both tutor and student can work on math problems together. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The company wanted to see if it could boost student participation so it collaborated with researchers at Stanford University to develop a “talk meter,” sort of a Fitbit for the voice, for its tutoring site. Thanks to advances in artificial intelligence, the researchers could separate the audio of the tutors from that of the students and calculate the ratio of tutor-to-student speech.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62976\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-62976\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image1.png\" alt=\"\" width=\"780\" height=\"751\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image1-160x154.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image1-768x739.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Example of the talk meter shown to Cuemath tutors at the end of the tutoring session. \u003ccite>(Source: Figure 2 of Demszky et. al. “Does Feedback on Talk Time Increase Student Engagement? Evidence from a Randomized Controlled Trial on a Math Tutoring Platform.”)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In initial pilot tests, the talk meter was posted on the tutor’s video screen for the entire one-hour tutoring session, but tutors found that too distracting. The study was revised so that the meter pops up every 20 minutes or three times during the session. When the student is talking less than 25% of the time, the meter goes red, indicating that improvement is needed. When the student is talking more than half the time, the meter turns green. In between, it’s yellow. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than 700 tutors and 1,200 of their students were randomly assigned to one of three groups: one where the tutors were shown the talk meter, another where both tutors and students were shown the talk meter, and a third control group which wasn’t shown the talk meter at all for comparison.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When just the tutors saw the talk meter, they tended to curtail their explanations and talk much less. But despite their efforts to prod their tutees to talk more, students increased their talking only by 7%. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students were also shown the talk meter, the dynamic changed. Students increased their talking by 18%. Introverts especially started speaking up, according to interviews with the tutors. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62974\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-62974\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image3.png\" alt=\"\" width=\"780\" height=\"824\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image3.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image3-160x169.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image3-768x811.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Example of the talk meter shown to tutors every 20 minutes during the tutoring session. \u003ccite>(Source: Figure 2 of Demszky et. al. “Does Feedback on Talk Time Increase Student Engagement? Evidence from a Randomized Controlled Trial on a Math Tutoring Platform.”)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The results show how teaching and learning is a two-way street. It’s not just about coaching teachers to be better at their craft. We also need to coach students to be better learners. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not all the teacher’s responsibility to change student behavior,” said Dorottya Demszky, an assistant professor in education data science at Stanford University and lead author of the study. “I think it’s genuinely, super transformative to think of the student as part of it as well.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The study hasn’t yet been published in a peer-reviewed journal and is currently a draft paper, “\u003c/span>\u003ca href=\"https://www.solaresearch.org/events/lak/lak24/\">\u003cspan style=\"font-weight: 400\">Does Feedback on Talk Time Increase Student Engagement? Evidence from a Randomized Controlled Trial on a Math Tutoring Platform\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” so it may still be revised. It is slated to be presented at the March 2024 annual conference of the \u003c/span>\u003ca href=\"https://www.solaresearch.org/events/lak/lak24/\">\u003cspan style=\"font-weight: 400\">Society of Learning Analytics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Kyoto, Japan. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In analyzing the sound files, Demszky noticed that students tended to work on their practice problems with the tutor more silently in both the control and tutor-only talk meter groups. But students started to verbalize their steps aloud once they saw the talk meter. Students were filling more of the silences.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In interviews with the researchers, students said the meter made the tutoring session feel like a game. One student said, “It’s like a competition. So if you talk more, it’s like, I think you’re better at it.” Another noted: “When I see that it’s red, I get a little bit sad and then I keep on talking, then I see it yellow, and then I keep on talking more. Then I see it green and then I’m super happy.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some students found the meter distracting. “It can get annoying because sometimes when I’m trying to look at a question, it just appears, and then sometimes I can’t get rid of it,” one said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tutors had mixed reactions, too. For many, the talk meter was a helpful reminder not to be long-winded in their explanations and to ask more probing, open-ended questions. Some tutors said they felt pressured to reach a 50-50 ratio and that they were unnaturally holding back from speaking. One tutor pointed out that it’s not always desirable for a student to talk so much. When you’re introducing a new concept or the student is really lost and struggling, it may be better for the teacher to speak more. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Surprisingly, kids didn’t just fill the air with silly talk to move the gauge. Demszky’s team analyzed the transcripts in a subset of the tutoring sessions and found that students were genuinely talking about their math work and expressing their reasoning. The use of math terms increased by 42%.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unfortunately, there are several drawbacks to the study design. We don’t know if students’ math achievement improved from the talk meter. The problem was that students of different ages were learning different things in different grades and different countries and there was no single, standardized test to give them all. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another confounding factor is that students who saw the talk meter were also given extra information sessions and worksheets about the benefits of talking more. So we can’t tell from this experiment if the talk meter made the difference or if the information on the value of talking aloud would have been enough to get them to talk more.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62975\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-62975\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image2.png\" alt=\"\" width=\"780\" height=\"194\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image2.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image2-160x40.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image2-768x191.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Excerpts from transcribed tutoring sessions in which students are talking about the talk meter. \u003ccite>(Source: Table 4 of Demszky et. al. “Does Feedback on Talk Time Increase Student Engagement? Evidence from a Randomized Controlled Trial on a Math Tutoring Platform.”)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Demszky is working on developing a talk meter app that can be used in traditional classrooms to encourage more student participation. She hopes teachers will share talk meter results with their students. “I think you could involve the students a little more: ‘It seems like some of you weren’t participating. Or it seems like my questions were very closed ended? How can we work on this together?’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But she said she’s treading carefully because she is aware that there can be unintended consequences with measurement apps. She wants to give feedback not only on how much students are talking but also on the quality of what they are talking about. And natural language processing still has trouble with English in foreign accents and background noise. Beyond the technological hurdles, there are psychological ones too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> “Not everyone wants a Fitbit or a tool that gives them metrics and feedback,” Demszky acknowledges.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-how-to-get-teachers-to-talk-less-and-students-more/\">\u003ci>\u003cspan style=\"font-weight: 400\">student participation\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1344,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":22},"modified":1715955146,"excerpt":"A tutoring company partnered with Stanford researchers to test how alerts about talk ratios affected student participation.","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"A tutoring company partnered with Stanford researchers to test how alerts about talk ratios affected student participation.","socialDescription":"A tutoring company partnered with Stanford researchers to test how alerts about talk ratios affected student participation.","title":"How an AI Talk meter Can Prompt Teachers to Talk Less and Students to Talk More | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How an AI Talk meter Can Prompt Teachers to Talk Less and Students to Talk More","datePublished":"2024-01-15T03:00:25-08:00","dateModified":"2024-05-17T07:12:26-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"how-an-ai-talk-meter-can-prompt-teachers-to-talk-less-and-students-to-talk-more","status":"publish","nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","sticky":false,"showOnAuthorArchivePages":"No","articleAge":"0","nprStoryId":"kqed-62973","path":"/mindshift/62973/how-an-ai-talk-meter-can-prompt-teachers-to-talk-less-and-students-to-talk-more","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Silence may be golden, but when it comes to learning with a tutor, talking is pure gold. It’s audible proof that a student is paying attention and not drifting off, research suggests. More importantly, the more a student articulates his or her reasoning, the easier it is for a tutor to correct misunderstandings or praise a breakthrough. Those are the moments when learning happens.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One India-based tutoring company, Cuemath, trains its tutors to encourage students to talk more. Its tutors are in India, but many of its clients are American families with elementary school children. The tutoring takes place at home via online video, like a Zoom meeting with a whiteboard, where both tutor and student can work on math problems together. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The company wanted to see if it could boost student participation so it collaborated with researchers at Stanford University to develop a “talk meter,” sort of a Fitbit for the voice, for its tutoring site. Thanks to advances in artificial intelligence, the researchers could separate the audio of the tutors from that of the students and calculate the ratio of tutor-to-student speech.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62976\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-62976\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image1.png\" alt=\"\" width=\"780\" height=\"751\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image1-160x154.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image1-768x739.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Example of the talk meter shown to Cuemath tutors at the end of the tutoring session. \u003ccite>(Source: Figure 2 of Demszky et. al. “Does Feedback on Talk Time Increase Student Engagement? Evidence from a Randomized Controlled Trial on a Math Tutoring Platform.”)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In initial pilot tests, the talk meter was posted on the tutor’s video screen for the entire one-hour tutoring session, but tutors found that too distracting. The study was revised so that the meter pops up every 20 minutes or three times during the session. When the student is talking less than 25% of the time, the meter goes red, indicating that improvement is needed. When the student is talking more than half the time, the meter turns green. In between, it’s yellow. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than 700 tutors and 1,200 of their students were randomly assigned to one of three groups: one where the tutors were shown the talk meter, another where both tutors and students were shown the talk meter, and a third control group which wasn’t shown the talk meter at all for comparison.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When just the tutors saw the talk meter, they tended to curtail their explanations and talk much less. But despite their efforts to prod their tutees to talk more, students increased their talking only by 7%. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students were also shown the talk meter, the dynamic changed. Students increased their talking by 18%. Introverts especially started speaking up, according to interviews with the tutors. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62974\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-62974\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image3.png\" alt=\"\" width=\"780\" height=\"824\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image3.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image3-160x169.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image3-768x811.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Example of the talk meter shown to tutors every 20 minutes during the tutoring session. \u003ccite>(Source: Figure 2 of Demszky et. al. “Does Feedback on Talk Time Increase Student Engagement? Evidence from a Randomized Controlled Trial on a Math Tutoring Platform.”)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The results show how teaching and learning is a two-way street. It’s not just about coaching teachers to be better at their craft. We also need to coach students to be better learners. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not all the teacher’s responsibility to change student behavior,” said Dorottya Demszky, an assistant professor in education data science at Stanford University and lead author of the study. “I think it’s genuinely, super transformative to think of the student as part of it as well.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The study hasn’t yet been published in a peer-reviewed journal and is currently a draft paper, “\u003c/span>\u003ca href=\"https://www.solaresearch.org/events/lak/lak24/\">\u003cspan style=\"font-weight: 400\">Does Feedback on Talk Time Increase Student Engagement? Evidence from a Randomized Controlled Trial on a Math Tutoring Platform\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” so it may still be revised. It is slated to be presented at the March 2024 annual conference of the \u003c/span>\u003ca href=\"https://www.solaresearch.org/events/lak/lak24/\">\u003cspan style=\"font-weight: 400\">Society of Learning Analytics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Kyoto, Japan. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In analyzing the sound files, Demszky noticed that students tended to work on their practice problems with the tutor more silently in both the control and tutor-only talk meter groups. But students started to verbalize their steps aloud once they saw the talk meter. Students were filling more of the silences.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In interviews with the researchers, students said the meter made the tutoring session feel like a game. One student said, “It’s like a competition. So if you talk more, it’s like, I think you’re better at it.” Another noted: “When I see that it’s red, I get a little bit sad and then I keep on talking, then I see it yellow, and then I keep on talking more. Then I see it green and then I’m super happy.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some students found the meter distracting. “It can get annoying because sometimes when I’m trying to look at a question, it just appears, and then sometimes I can’t get rid of it,” one said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tutors had mixed reactions, too. For many, the talk meter was a helpful reminder not to be long-winded in their explanations and to ask more probing, open-ended questions. Some tutors said they felt pressured to reach a 50-50 ratio and that they were unnaturally holding back from speaking. One tutor pointed out that it’s not always desirable for a student to talk so much. When you’re introducing a new concept or the student is really lost and struggling, it may be better for the teacher to speak more. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Surprisingly, kids didn’t just fill the air with silly talk to move the gauge. Demszky’s team analyzed the transcripts in a subset of the tutoring sessions and found that students were genuinely talking about their math work and expressing their reasoning. The use of math terms increased by 42%.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unfortunately, there are several drawbacks to the study design. We don’t know if students’ math achievement improved from the talk meter. The problem was that students of different ages were learning different things in different grades and different countries and there was no single, standardized test to give them all. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another confounding factor is that students who saw the talk meter were also given extra information sessions and worksheets about the benefits of talking more. So we can’t tell from this experiment if the talk meter made the difference or if the information on the value of talking aloud would have been enough to get them to talk more.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62975\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-62975\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image2.png\" alt=\"\" width=\"780\" height=\"194\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image2.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image2-160x40.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/01/image2-768x191.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Excerpts from transcribed tutoring sessions in which students are talking about the talk meter. \u003ccite>(Source: Table 4 of Demszky et. al. “Does Feedback on Talk Time Increase Student Engagement? Evidence from a Randomized Controlled Trial on a Math Tutoring Platform.”)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Demszky is working on developing a talk meter app that can be used in traditional classrooms to encourage more student participation. She hopes teachers will share talk meter results with their students. “I think you could involve the students a little more: ‘It seems like some of you weren’t participating. Or it seems like my questions were very closed ended? How can we work on this together?’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But she said she’s treading carefully because she is aware that there can be unintended consequences with measurement apps. She wants to give feedback not only on how much students are talking but also on the quality of what they are talking about. And natural language processing still has trouble with English in foreign accents and background noise. Beyond the technological hurdles, there are psychological ones too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> “Not everyone wants a Fitbit or a tool that gives them metrics and feedback,” Demszky acknowledges.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-how-to-get-teachers-to-talk-less-and-students-more/\">\u003ci>\u003cspan style=\"font-weight: 400\">student participation\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62973/how-an-ai-talk-meter-can-prompt-teachers-to-talk-less-and-students-to-talk-more","authors":["byline_mindshift_62973"],"categories":["mindshift_21504"],"tags":["mindshift_1023","mindshift_21733","mindshift_731","mindshift_21413"],"featImg":"mindshift_62978","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg","imageAlt":"On Our Watch from NPR and KQED","officialWebsiteLink":"/podcasts/onourwatch","meta":{"site":"news","source":"kqed","order":"1"},"link":"/podcasts/onourwatch","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1567098962","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw","npr":"https://rpb3r.app.goo.gl/onourwatch","spotify":"https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x","tuneIn":"https://tunein.com/radio/On-Our-Watch-p1436229/","stitcher":"https://www.stitcher.com/show/on-our-watch","rss":"https://feeds.npr.org/510360/podcast.xml"}},"on-the-media":{"id":"on-the-media","title":"On The Media","info":"Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. 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