The use of generative artificial intelligence, such as ChatGPT and GPT-4, has shown to outperform a majority of students in grades 4, 8, and 12 on a standardized test of science questions known as The Nation’s Report Card. The AI’s performance has raised questions about the connection between the decline in students’ math scores and the rise of generative AI.
A study focusing on comparing cutting-edge generative AI and K-12 students in problem-solving in science found that ChatGPT and GPT-4 consistently scored above the median compared to human students. The AI’s lack of sensitivity to cognitive demand and its potential to overcome the working memory limit of humans has significant implications for the evolution of assessment practices within educational paradigms.
The authors suggest an imperative for educators to overhaul traditional assessment practices due to the growing presence of generative AI in students’ lives. They recommend a shift towards a greater emphasis on creativity and the application of knowledge in novel contexts, recognizing the importance of innovative thinking and problem-solving skills in a landscape increasingly influenced by advanced GAI technologies.
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