The impact of generative artificial intelligence on personalised formative assessment in higher education
DOI:
https://doi.org/10.71068/fw0q7v55Keywords:
generative artificial intelligence, formative assessment, personalized learning, higher educationAbstract
This study analyzed the impact of generative artificial intelligence on personalized formative assessment in higher education, understood as an innovative process aimed at optimizing academic feedback and adapting learning to individual student needs. In this context, generative artificial intelligence was conceptualized as a technological tool capable of transforming traditional assessment practices through automation and personalization of educational processes. The main objective was to analyze the impact of this technology on the quality of formative assessment and academic performance among university students in Mexico. The methodology was developed under a quantitative approach, with a non-experimental, cross-sectional design and a correlational-explanatory scope. The sample consisted of 200 university students, who were administered a structured questionnaire using a Likert scale. The results showed that generative artificial intelligence had a positive influence on the quality of feedback, learning personalization, and academic performance, highlighting high levels of satisfaction and perceived usefulness among students. In conclusion, it was determined that the implementation of generative artificial intelligence in formative assessment represented an effective strategy to strengthen educational processes in higher education.
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