Maoinithe ag an Aontas Eorpach. Mar sin féin is tuairimí agus tuairimí an údair amháin nó na n-údar amháin iad na tuairimí agus na tuairimí a nochtar agus ní gá go léiríonn siad tuairimí an Aontais Eorpaigh nó na Gníomhaireachta Eorpaí Feidhmiúcháin Oideachais agus Cultúir (EACEA). Ní fhéadfar an tAontas Eorpach ná EACEA a chur i gcuntas astu. Uimhir an tionscadail: 2023-1-NL01-KA220-HED-000155675. education and to encourage teachers to explore and experiment with AI tools for teaching and learning, as well as to conduct similar studies with students and other institutions to understand AI literacy across academia. Cás-staidéar 11: Measúnú Digiteach: Suirbhé ar Chleachtais agus Riachtanais Múinteoirí Ardoideachais na Rómáine General information Arora, S., Yadav, D., & Goyal, P. (2021). Assessing English Writing Skills with Generative Language Models. https://www.mdpi.com/2227-7102/14/1/32 The study analyses how the 60 respondents from Romanian universities evaluate their own digital competence and how they are using digital assessment, but also what training needs they have in these regards. This study, carried out in May– June 2022, therefore attempts to identify the main concerns, challenges and obstacles HE teachers encounter when designing and using digital assessment. The findings indicate the importance of empowering teachers through continuous learning, embracing flexible hybrid models and reimagining assessment strategies for digital literacy. Responsible knowledge- sharing, AI literacy and adaptive curriculum design emerged as critical imperatives. The study advocates for a transformative shift towards AI-based pedagogy, emphasising personalised learning that aligns with teachers’ competencies and specific assessment needs while adhering to fundamental teaching principles. Description of case The study focuses on educators who employ digital technologies in assessing students’ learning, learning outcomes and practical skills. The research aims to analyse the use of digital assessment tools, while also identifying the training requirements essential for proficient implementation. Thus, the study sought answers for questions, such as: What are the digital assessment practices employed by HE teachers, how do educators utilise digital technologies in assessing students’ learning, learning outcomes and practical skills, what are the specific digital assessment tools commonly used in HE settings, what are the perceived benefits and challenges of using digital assessment tools in the evaluation process and more. Lessons learned Digital Tools are Widespread: Teachers are embracing various digital assessment methods like 3D environments, Open Educational Resources, and discussion forums. Generative AI Offers Potential: AI models like ChatGPT can automate grading, personalise feedback, and adapt assessments based on student responses.
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