ChatGPT for Automated Writing Evaluation in Scholarly Writing Instruction.
Journal
The Journal of nursing education
ISSN: 1938-2421
Titre abrégé: J Nurs Educ
Pays: United States
ID NLM: 7705432
Informations de publication
Date de publication:
Dec 2023
Dec 2023
Historique:
medline:
6
12
2023
pubmed:
5
12
2023
entrez:
4
12
2023
Statut:
ppublish
Résumé
Effective strategies for developing scholarly writing skills in postsecondary nursing students are needed. Generative artificial intelligence (GAI) tools, such as ChatGPT, for automated writing evaluation (AWE) hold promise for mitigating challenges associated with scholarly writing instruction in nursing education. This article explores the suitability of ChatGPT for AWE in writing instruction. ChatGPT feedback on 42 nursing student texts from the Michigan Corpus of Upper-Level Student Papers was assessed. Assessment criteria were derived from recent AWE research. ChatGPT demonstrated utility as an AWE tool. Its scoring performance demonstrated stricter grading than human raters, related feedback to macro-level writing features, and supported multiple submissions and learner autonomy. Despite concerns surrounding GAI in academia, educators can accelerate the feedback process without increasing their workload, and students can receive individualized feedback by incorporating AWE provided by ChatGPT into the writing process.
Sections du résumé
BACKGROUND
UNASSIGNED
Effective strategies for developing scholarly writing skills in postsecondary nursing students are needed. Generative artificial intelligence (GAI) tools, such as ChatGPT, for automated writing evaluation (AWE) hold promise for mitigating challenges associated with scholarly writing instruction in nursing education. This article explores the suitability of ChatGPT for AWE in writing instruction.
METHOD
UNASSIGNED
ChatGPT feedback on 42 nursing student texts from the Michigan Corpus of Upper-Level Student Papers was assessed. Assessment criteria were derived from recent AWE research.
RESULTS
UNASSIGNED
ChatGPT demonstrated utility as an AWE tool. Its scoring performance demonstrated stricter grading than human raters, related feedback to macro-level writing features, and supported multiple submissions and learner autonomy.
CONCLUSION
UNASSIGNED
Despite concerns surrounding GAI in academia, educators can accelerate the feedback process without increasing their workload, and students can receive individualized feedback by incorporating AWE provided by ChatGPT into the writing process.
Identifiants
pubmed: 38049299
doi: 10.3928/01484834-20231006-02
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM