Grading Literature in the AI ​​Era

Ways students use AI in their writing.

Having tried using AI tools to analyze texts, Gia Bao (10th grade, Nguyen Huu Tho High School, Ho Chi Minh City) shared that the data collected was mainly a synthesis of commonly available knowledge online. For complex question types, entering commands did not yield the desired results.

"For question types that require more creativity and students' own thinking, AI cannot meet the requirements. Therefore, instead of spending time struggling to enter commands, students should filter ideas themselves and use that to support their work," Gia Bao said.

Meanwhile, Thuy Tram (10th grade, Hung Vuong High School, Ho Chi Minh City) said that the answers written by AI are usually general knowledge, easy to recognize and understand, so they can be used to supplement lessons, but should not be overused.

"I don't intend to use AI for writing essays yet, but if I do, I'll only use it for the Vietnamese part. In my opinion, AI should only be used for reference; when submitting to teachers, students should base their work on their own thoughts and ideas, avoiding creating a habit of dependence that could affect their academic results," the female student shared.

Students should only use AI as a supporting tool.

Identifying AI in student work.

Mr. Trinh Van Khoat, a literature teacher at Vo Van Kiet High School in Ho Chi Minh City, shared that AI can currently create various types of texts, but it cannot yet achieve the quality and standards of a human. AI can do quite well with social and administrative argumentative texts, but it cannot yet handle literary argumentative texts.

Having encountered several cases of students using AI to write essays, Mr. Khoat pointed out that AI-generated analyses often have several identifiable characteristics: relatively neat and concise wording and expression, but the essays often lack clear structure and some points required by the teacher; the writing style lacks emotion; it uses many neutral and clichéd words; and it lacks analytical skills, mainly offering general statements.

For cases where students simply copied the AI's work, Mr. Khoat asked them to redo it, advising them that it was acceptable to use it only as a reference or to have the AI ​​create an outline.

According to the teacher, it is commendable for teachers to guide students on how to use AI to generate suggestions and outlines for their assignments. However, students should only use AI as a tool to support effective learning.

"AI hasn't yet developed to the point where it can analyze artistic elements in a text. Teachers only need to read the work carefully to spot inconsistencies," he said.

An AI-generated segment asks for an analysis of the poem "Fishing in Autumn" (by Nguyen Khuyen).

Meanwhile, Mr. Tran Vu Phi Bang, a literature teacher at Phuoc Binh Secondary School in Thu Duc City, Ho Chi Minh City, said that at the beginning of the school year, students will be given short essays or paragraphs to write in class for assessment, allowing teachers to fully and accurately understand their language abilities.

"Once we understand the students' abilities, their use of AI will be easily detected. After all, language skills can't perfectly improve in just a few days," Mr. Bang said.

Change your writing style so it's not a nightmare.

According to teacher Phi Bang, when teachers come to class, they need to teach with all their heart and best abilities, helping students understand that studying and writing literature is about learning to be a true person, striving towards truth, goodness, and beauty.

"Teachers need to provide specific guidance on how to do assignments, avoiding rigid, standardized methods. Besides that, they should encourage and appreciate students' creativity, always valuing genuine and well-done work. They shouldn't overemphasize grades and should have diverse forms of testing and evaluation. When literature lessons are relaxed and writing is no longer a nightmare, students won't use AI," Mr. Bang shared.

As for Mr. Khoat, to keep students interested, he suggests letting them write about topics they care about. Teachers should also respect students' creativity, offering constructive feedback and guidance rather than imposing ideas or rigid forms. He suggests transforming essay writing for exams into a themed or project-based subject activity.

According to Mr. Khoat, for students in science-related classes, writing essays is quite difficult, and with a test where reading comprehension accounts for 60% and writing for 40%, some students may feel that they don't need to invest too much time in practicing their writing skills.

"Teachers need to make students understand the importance of writing skills. Writing is not just for getting things done, but also a way to release emotions and train one's thinking," he shared.

The instructors don't prohibit it, but they will take strict action if violations occur.

At the university level, following a case where a student lost 50% of their grade for using AI in an essay, students need to understand the limitations and use AI tools like ChatGPT intelligently.

With many years of teaching experience, Master Vo Tan Tai, a lecturer in general computer science at the University of Social Sciences and Humanities in Ho Chi Minh City, said that there are significant differences in wording and meaning between students' writing style and ChatGPT, especially in theses using specialized knowledge. "Therefore, students should not misuse ChatGPT to deceive lecturers," the master stated.

To mitigate this situation, Master Tài emphasized the guiding role of lecturers in ensuring students understand the scope and extent of ChatGPT application in their studies. "If students still violate the rules after receiving warnings, they must be severely punished, for example, by deducting 70% of their points, banning them from taking the exam, or banning them from that course. Lecturers don't prohibit students from using AI, but they need to be firm on this issue so that students choose a smart approach and avoid unfortunate incidents," he said.

Professor Tài also suggested that instructors should check and evaluate students throughout the learning process, instead of focusing on the mid-term and final exams, thereby reducing pressure on students regarding grades and limiting cheating in exams.

On the other hand, creating exam questions that cover areas requiring creativity and that AI has yet to solve is a viable option. Dr. Tran Thanh Tung (Deputy Head of the Faculty of Information Technology, International University, Vietnam National University Ho Chi Minh City) has been implementing this for the past two years. "I prohibit students from using ChatGPT in courses that require mastering basic knowledge and skills. At more complex levels, students can use it to assist in problem-solving. This is similar to learning math by hand; you have to do it manually, and only at a higher level are you allowed to use a calculator," Dr. Tung shared.

From a student's perspective, Nguyen Thanh Duy, a postgraduate student in applied statistics at the University of Strathclyde (UK), suggested maintaining the traditional exam method of taking paper-based tests with invigilators to limit cheating using ChatGPT. Additionally, Gia Minh (a student in Information Technology at Nguyen Tat Thanh University) stated that his department has a plagiarism check system with a rule that over 30% plagiarism results in point deductions, and exceeding 50-60% means failing the course.

Source link: https://thanhnien.vn/cham-diem-ngu-van-thoi-ai-185231125143101469.htm