Maintaining Personalized and Adaptive Learning Through AI-powered Assessment

Abstract

The present study aims at investigating the role of AI-powered assessment in maintaining personalized and adaptive learning. It attempts to explore learners’ views and perceptions towards the use of AI-powered assessment in EFL classrooms to foster personalized and adaptive learning. This research intends to figure out the causes for which first year master students utilize AI-powered assessment and the significance of its use. In addition, it attempts to have a closer look at whether teachers use AI-powered assessment in their EFL Classrooms or not, and the challenges they may face while using it. It is thereby hypothesized learners’ use of AI-powered assessment, they would maintain and foster personalized and adaptive learning. To check the aforementioned hypothesis and answer the questions of the research, the descriptive quantative method was adopted through the use of a questionnaire to gather qualitative numerical data. A total of 92 first-year Master students from the University of Guelma-08 Mai 1945- constitutes the research sample. The results revealed the positive relationship between the two main variables, which confirm the research hypothesis set. In addition, the derived findings unveiled that learners recognize the value and significance of AIpowered assessment in teaching/learning in general and on personalized and adaptive learning specifically. Therefore, recognizing the role of technology & Artificial Intelligence-powered assessment and its high status in EFL classrooms should become priorities that teachers and the Ministry of Higher Education ought to take into consideration in the future.