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Enhancing Educational Assessment Through Genai: Leveraging Revised Bloom's Taxonomy for Question Generation With Chatgpt

dc.authorscopusid 58408248400
dc.authorscopusid 56275235700
dc.authorscopusid 57193853090
dc.contributor.author Atas, A.H.
dc.contributor.author Celik, B.
dc.contributor.author Aldemir, T.
dc.date.accessioned 2025-05-10T16:43:58Z
dc.date.available 2025-05-10T16:43:58Z
dc.date.issued 2025
dc.department T.C. Van Yüzüncü Yıl Üniversitesi en_US
dc.department-temp Atas A.H., Galatasaray University, Turkey, Van Yuzuncu Yil University, Turkey, Texas A and M University, United States; Celik B., Galatasaray University, Turkey, Van Yuzuncu Yil University, Turkey, Texas A and M University, United States; Aldemir T., Galatasaray University, Turkey, Van Yuzuncu Yil University, Turkey, Texas A and M University, United States en_US
dc.description.abstract With advancing technology, effective evaluation methods are increasingly crucial. This chapter examines how well ChatGPT can generate educational assessment questions on the cognitive process dimension of the Revised Bloom's Taxonomy (RBT), consisting of six levels: remember, understand, apply, analyze, evaluate, and create. The chapter begins with emphasizing the significance of AI-driven technology in educational assessment and discusses related studies. Then Bloom Taxonomy's original and revised versions were explained. To illustrate the practice of generating different types of questions, multiple-choice and open-ended questions were generated with ChatGPT. We offered a preliminary prompt structure with determined variables: the role, number of questions, type of questions, and cognitive process level of RBT. To check the efficiency of the prompt, questions were generated across six cognitive process levels of RBT. Additionally, the pitfalls of generating assessment questions by ChatGPT and suggestions for further research were addressed. Consequently, by providing a structured framework for various cognitive levels, RBT significantly facilitates the use of prompt engineering in generating questions with ChatGPT. Although it may not yield successful results to the desired extent regarding learning outcomes, ChatGPT appears to have high potential as a valuable resource for educators in the initial stages of question generation. Lastly, it is worth emphasizing that repeating the process of generating questions with ChatGPT in different domains and using ChatGPT-generated questions without being filtered through the cognitive verification of the teacher for validity and meaningfulness should be avoided at this stage. Further research is recommended to explore the effectiveness and comprehensibility of the ChatGPT-generated questions. © 2024 Peter Lang Group AG, Lausanne. en_US
dc.identifier.endpage 112 en_US
dc.identifier.isbn 9783631911839
dc.identifier.isbn 9783631911822
dc.identifier.scopus 2-s2.0-86000439648
dc.identifier.scopusquality N/A
dc.identifier.startpage 91 en_US
dc.identifier.uri https://hdl.handle.net/20.500.14720/354
dc.identifier.wosquality N/A
dc.language.iso en en_US
dc.publisher Peter Lang AG en_US
dc.relation.ispartof Generative Artificial Intelligence Applications: Holistic Reflections From The Educational Landscape en_US
dc.relation.publicationcategory Kitap Bölümü - Uluslararası en_US
dc.rights info:eu-repo/semantics/closedAccess en_US
dc.subject Bloom'S Taxonomy en_US
dc.subject Chatgpt en_US
dc.subject Educational Assessment en_US
dc.subject Genai en_US
dc.subject Generative Artificial Intelligence en_US
dc.subject Prompt Engineering en_US
dc.title Enhancing Educational Assessment Through Genai: Leveraging Revised Bloom's Taxonomy for Question Generation With Chatgpt en_US
dc.type Book Part en_US

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