The impact of generative artificial intelligence on formative assessment and personalised feedback in contemporary higher education
DOI:
https://doi.org/10.71068/s0z0px14Keywords:
generative artificial intelligence, formative assessment, feedback, higher educationAbstract
This study addressed generative artificial intelligence as an emerging technology applied to formative assessment and personalized feedback in higher education, understood as a set of tools capable of generating automated responses adapted to students’ needs. The general objective was to analyze its impact on the quality, personalization, and effectiveness of feedback among university students in Ecuador. The methodology followed a quantitative approach with a non-experimental, descriptive-correlational, and cross-sectional design, using a Likert-scale questionnaire applied to 120 participants, including students and teachers. The results showed that generative artificial intelligence significantly improved the quality of feedback, with high ratings in precision and personalization, while also promoting autonomous learning. Additionally, a positive impact on academic performance was identified, although some limitations related to pedagogical implementation and ethical use were observed. In conclusion, generative artificial intelligence was positioned as an innovative tool that strengthened formative assessment processes, provided that its integration was carried out critically and contextually.
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