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Exploring the use of artificial intelligence (AI) in the delivery of effective feedback.

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Title: Exploring the use of artificial intelligence (AI) in the delivery of effective feedback.
Authors: Venter, Julia1 (AUTHOR), Coetzee, Stephen A.1 (AUTHOR) stephen.coetzee@up.ac.za, Schmulian, Astrid1 (AUTHOR)
Source: Assessment & Evaluation in Higher Education. Jun2025, Vol. 50 Issue 4, p516-536. 21p.
Subject Terms: *Artificial intelligence, Language models, Generative pre-trained transformers, ChatGPT, Web-based user interfaces
Abstract: Providing effective feedback in large settings presents significant challenges due to time and resource constraints. Given the importance of feedback in competency-based higher education, innovative solutions are essential. This study explores the integration of artificial intelligence (AI) to enhance feedback delivery. The research focuses on the development of a custom prompt for GPT-4 within a no-code web application, designed to deliver AI-generated feedback to second-year accounting students on discussion or essay-style questions in a large competency-based intermediate accounting course in South Africa. The prompt aligns with the principles of effective feedback and was tested in a pilot evaluation. Results indicated that the AI-generated feedback generally adhered to these principles, though some variability was observed across the different feedback dimensions. While challenges remain in consistently guiding AI to apply pedagogical best practices, the findings suggest that large language models can complement traditional feedback. Rigorous oversight of AI-generated feedback remains critical. [ABSTRACT FROM AUTHOR]
Copyright of Assessment & Evaluation in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Exploring the use of artificial intelligence (AI) in the delivery of effective feedback.
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  Data: <searchLink fieldCode="AR" term="%22Venter%2C+Julia%22">Venter, Julia</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Coetzee%2C+Stephen+A%2E%22">Coetzee, Stephen A.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> stephen.coetzee@up.ac.za</i><br /><searchLink fieldCode="AR" term="%22Schmulian%2C+Astrid%22">Schmulian, Astrid</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Assessment+%26+Evaluation+in+Higher+Education%22">Assessment & Evaluation in Higher Education</searchLink>. Jun2025, Vol. 50 Issue 4, p516-536. 21p.
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  Data: *<searchLink fieldCode="DE" term="%22Artificial+intelligence%22">Artificial intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Language+models%22">Language models</searchLink><br /><searchLink fieldCode="DE" term="%22Generative+pre-trained+transformers%22">Generative pre-trained transformers</searchLink><br /><searchLink fieldCode="DE" term="%22ChatGPT%22">ChatGPT</searchLink><br /><searchLink fieldCode="DE" term="%22Web-based+user+interfaces%22">Web-based user interfaces</searchLink>
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  Label: Abstract
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  Data: Providing effective feedback in large settings presents significant challenges due to time and resource constraints. Given the importance of feedback in competency-based higher education, innovative solutions are essential. This study explores the integration of artificial intelligence (AI) to enhance feedback delivery. The research focuses on the development of a custom prompt for GPT-4 within a no-code web application, designed to deliver AI-generated feedback to second-year accounting students on discussion or essay-style questions in a large competency-based intermediate accounting course in South Africa. The prompt aligns with the principles of effective feedback and was tested in a pilot evaluation. Results indicated that the AI-generated feedback generally adhered to these principles, though some variability was observed across the different feedback dimensions. While challenges remain in consistently guiding AI to apply pedagogical best practices, the findings suggest that large language models can complement traditional feedback. Rigorous oversight of AI-generated feedback remains critical. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Assessment & Evaluation in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Jun2025
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