Los programas generativos “Transformer” AI, tipo ChatGPT ¿Una oportunidad para la evaluación formativa?
Cada vez hay más evidencia de que las improvisaciones estadísticas de
programas como ChatGPT producen textos
aparentemente creíbles pero que no tienen ninguna sustentación. El problema no
es tanto que permitan el fraude en proyectos y artículos, como que hagan pasar
por correctos lo que sólo son generación de textos "sin alma" [sin
“beingness”] o simplemente escritos sin validar teórica o empíricamente, que se
aceptan como ciertos acríticamente.
El aprendizaje no es dar cuenta sólo mediante exámenes y proyectos, de
datos o de textos describiendo conceptos o hechos. Supone según los clásicos
(Gagne, Merrill, Reigeluth) comprender, atribuir sentido, aplicar autónomamente
lo aprendido y transferirlo a entornos distintos y cambiantes.
Para eso tiene que haber procesos de interacción y de retroalimentación. Y, si se utilizan proyectos en la evaluación, deben ser supervisados en su realización, en como se comprenden y en la atribución de sentido que el aprendiz hace.
Toda esta constelación de ideas, métodos y prácticas constituye, en el
contexto del diseño instruccional, la evaluación formativa.
La evaluación formativa [formative assesment] es evaluación continua +
feedback. En ese sentido debería haber actividades de evaluación continua que
ofrezcan a los estudiantes comentarios formativos sobre su progreso y/o para
ayudarlos a autoevaluar el desarrollo y la calidad del diseño
La evaluación para el aprendizaje (comúnmente conocida como
evaluación formativa [formative assesment]) se centra en la retroalimentación tanto para profesores como para
estudiantes.
En un mundo donde la IA aprende y nos supera en
una lista creciente de dominios cognitivos, *Beingness* es el dominio final del
esfuerzo intelectual humano y debe ser el núcleo de la educación. Y la
evaluación formativa [formative assesment] debe ser un instrumento para ello.
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Los programas generativos “Transformer” AI, entre los que está ChatGPT, ¿una oportunidad para la evaluación formativa?
English version
The generative “Transformer” AI systems, an opportunity for formative assesment?
There is an increasing evidence that the statistical improvisations of programs such as ChatGPT produce apparently credible texts but have no support. The problem is not so much whether they allow fraud in projects and articles, as that they some responses are assumed as correct when are only the generation of "soulless" texts [without "beingness"] or just written without theoretical or empirical validation, which are accepted as uncritically true.
Learning is not giving an account only through exams and projects, data or texts describing concepts or facts. According to the classics (Gagne, Merrill, Reigeluth), it requires features as understanding, attributing meaning, autonomously applying what has been learned and transferring it to different and changing environments.
For that reason, there must be a
processes of interaction and feedback. In addition, if projects are in progress,
they must, in the evaluation, be supervised in their realization, in the
understanding and in the attribution of meaning that the apprentice makes.
All this constellation of ideas, methods and practices constitutes, in the context of instructional design, formative assessment.
Formative assessment is continuous
assessment + feedback. In this sense, there should be continuous evaluation
activities that offer students formative feedback on their progress and/or to
help them self-assess the development and quality of the design.
Assessment for learning (commonly known as formative assessment) focuses on feedback for both teachers and students.
In a world where AI learns and
outperforms us in a growing list of cognitive domains, *Beingness* is the
ultimate domain of human intellectual endeavor and should be at the core of
education. Moreover, formative assessment [formative assessment] must be an
instrument to achieve this goal.
Miguel
Zapata Ros
He is Honorary Professor of the Department of Electromagnetism and Electronics at the University of
Murcia. Additionally, he is a member of the Information and Knowledge
Engineering PhD program at the University of Alcalá and a researcher at the
Interuniversity Institute of International Economics of the Universities of
Alicante, Valencia and Jaime I of Castellón.
Dr. Zapata got his PhD in Computer Science from the
University of Alcalá, after getting his Master's Degree in Educational Theory
from the University of Murcia and a BA in Mathematics from the University of
Valencia.
His main job has been as a professor of Education, specialized
in Mathematics.
Currently, he is an international evaluator of the
A3ES-Agência de Valiação e Acreditação do Ensino Superior de Portugal.
His honored recognition has led him to become a Representative
at the New York headquarters and Member of the International Council (Geneva
headquarters) of the INTERNATIONAL COMMISSION ON DISTANCE EDUCATION which,
since 2003, has consultative status with the UNITED NATIONS Economic and Social
Council.
Besides all these extraordinary achievements, Dr.
Zapata is the Editor and founder of RED Revista
de Educación a Distancia (WOS, Scopus indexed) since 2001.
He has also authorized more than 200 publications on
teaching, learning, ICT and on teaching and university policy in the Knowledge
Society in refereed and indexed publications.
He has been a visiting professor and advisor to
universities in the US, UK, Uruguay, Argentina, Mexico, Chile, Colombia, Peru,
Ecuador, Venezuela, Portugal, Turkey and Cyprus. Advisor to ANEP Uruguay and
the Telefónica Foundation of Spain, Uruguay and Argentina, among others.
And Advisor and technical adviser to the scientific
journals of University Teaching and Law Education
All these merits in recognitions have gained him the
recognition not only in the fields of eduation and technology, but he was also
recognized by the Association of Ecuadorian University Faculties of Medicine which
granted him its Recognition of Institutional Merit AFEME 2017
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