could enhance teachers' 'diagnostic reasoning': the ability to collect and assess evidence about a pupil, and draw appropriate conclusions so they can be given tailored support.
Immediately after submitting their answers, half of the trainees received a prototype 'expert solution', written in advance by a qualified professional, to compare with their own. This is typical of the practice material student teachers usually receive outside taught classes. The others received AI-generated feedback, which highlighted the correct parts of their solution and flagged aspects they might have improved.
The average score for diagnostic reasoning among trainees who had received AI feedback during the six preliminary exercises was an estimated 10 percentage points higher than those who had worked with the pre-written expert solutions.teachers' own work, rather than asking them to compare it with an expert version, the researchers believe the feedback was clearer.
Cambridge_Uni I would argue that such tools be made recourse to only to remind trainees to be more diligent in their investigations. They should be able to find flaws on their own, don't you think?