Artificial intelligence as a tool for the formation and development of soft skills of student’s in the process of formative assessment
Abstract
The article analyzes intermediate results of research on the formation and development of soft skills of students in the New Ukrainian School. The analysis is based on data of the Ukrainian Center for Evaluation of the Quality of Education, which examines the effectiveness of the implementation of the New Ukrainian School Reform. The results of this study indicate that from 28% to 47% of students have soft skills as initiative, critical and systemic thinking, justification of one’s position, ability to express one’s orally, creativity etcetera at an average and low level.
The study also actualized the problem of preserving and further developing the principles of formative assessment, because middle and high school teachers need to prepare for educational cooperation with students who were taught to work in a different way. That is why the problem of development of the soft skills in the process of formative assessment is important.
Recently, the list of the latest trends in the expansion of formative assessment tools has included the use of artificial intelligence, in particular, a chat-bot with artificial intelligence developed by the company OpenAI. The possibilities of using a chat-bot for the development of soft skills are already being discussed in the international pedagogical press.
In Ukraine, research into the possibilities of using artificial intelligence in pedagogy is just beginning. The purpose of our research is to carry out an analysis of promising areas of application of artificial intelligence as a formative assessment tool aimed at the effective formation of soft skills.
The purpose of using ChatGPT in the process of formative diagnostic assessment was the determination from which cognitive position starts the particular student’s teaching, what are his/her strengths/weaknesses, which educational strategies are the most acceptable for this student. For this, we developed a didactic game «the competition with ChatGPT», which demonstrated its suitability for determining the educational achievements of students according to B. Bloom’s taxonomy.
On the other side, as an example, we show the usage of ChatGPT in the process of application the formative diagnostic assessment to find out the levels of development student’s critical thinking.
As a result of our research, it has been determined that the completing such tasks creates for the students an unique educational environment for the development of soft skills, as it provides opportunities for cognitive autonomy, motivation for self-education in the chosen direction, reasons for the students to «think like an expert» according to the criteria, consciously choosing an individual educational trajectory.
