Speaking with Data: Post-Writing Feedback - Application and Achievements of mAI Mind® in Chinese Writing Instruction for Primary School Students

Overview

This talk presents findings from an empirical study on using generative AI to assist Hong Kong primary six students with Chinese writing. The research explores how Generative AI, integrated into an online writing assessment platform, mAI Mind, helps to collect and analyse students’ learning data, tracing and diagnosing their learning progress so that teachers can provide better support to enhance students' writing. The talk will demonstrate how data-driven approaches can inform and enhance writing instruction.

Po Leung Kuk Wong Wing Shu Primary School has introduced the mAI Mind® platform into their upper primary writing curriculum as a key tool for assessment and feedback. The school chose this platform to combine frontline teaching experience with theory and develop a unique school-based approach. Through this platform, the school has increased student self-assessment and peer assessment opportunities, cultivating independent learning, self-revision, and critical appraisal skills. The platform's application has transformed the traditional writing instruction model, enhancing students' sense of engagement and ownership. It has not only strengthened students' interest in sharing and evaluating but also allowed them to independently select revision goals and interact directly with the platform for learning. This platform has become a professional and personalised learning assistant for teachers, providing high-quality and adjustable feedback, freeing up teachers' time and creating more space for in-depth, individualised teaching and learning guidance. This AI-integrated teaching method has improved students' writing abilities and motivation and realised the educational concepts of 'assessment for learning' and 'assessment as learning'.

Key highlights include:
• the application of genre, cognitive process, and motivation theories in developing the mAI Mind system;
• how to analyse students' writing performance before and after using mAI Mind, focusing on content, structure, sentences, vocabulary, errors, and punctuation.
• examination of student writing motivation changes, including self-concept, self-efficacy, beliefs, and attitudes.
• the implications for teaching, such as increased student engagement and reduced teacher workload in assessment, yet Improve the quality of the assessment and deepen the post-writing comments.
• how AI-assisted feedback can help to achieve the curriculum objectives of 'assessment as learning', 'assessment for learning' and ‘independent learning.’

Participants of this seminar will understand:
• how can students' writing performance and motivation be improved through the online writing assessment platform, and how can they receive personalised feedback to promote self-directed learning;
• how teachers can make good use of data to identify students‘ writing issues and adjust teaching strategies accordingly, and how automated assessment reports can reduce teachers’ workloads; and
• how schools can integrate AI technology into language teaching and assessment