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Speaker 1: More change in education? How about AI doing that marking?

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Speaker 1: As of twenty twenty eight, AI is going to be

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Speaker 1: doing the bulk of the marking for ENCEEA and this

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Speaker 1: new national certificate. So Doctor Catherine McCallum is the Associate

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Speaker 1: Professor of Digital Education Futures at the University of Canterbury

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Speaker 1: And as with us, good morning, good morning. Is there

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Speaker 1: an issue around when we talk about AI and marking?

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Speaker 1: Is there an issue AI now versus AI when it

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Speaker 1: actually comes in Could it be exponentially different or are

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Speaker 1: we sort of on top of this? Oh?

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Speaker 2: I think it's changing quite rapidly, so I think what

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Speaker 2: it looks like now will be completely different. But I

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Speaker 2: do think fundamentally and issues that we're addressing now won't change.

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Speaker 2: So how it's used, what are the manipulations is not changing?

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Speaker 1: What do you I mean, are you bullish on this?

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Speaker 1: Is this a good idea generally or not?

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Speaker 2: I mean, I think this is the problem when we're

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Speaker 2: talking about AI marking. It's not a black and white solution.

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Speaker 2: So yes, I can see potential and advantages, but I

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Speaker 2: also see that wholesale adoption is not the solution either.

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Speaker 2: And if we're bringing this into a you know, a

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Speaker 2: efficiency or a workload. It's addressing the wrong problem. You know,

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Speaker 2: we need to rather think about what assessment looks like?

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Speaker 1: This is my whole thing? See were they It's like

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Speaker 1: any of these technological advancements we get. We're on the bandwagon,

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Speaker 1: aren't we. It's suddenly the answer to everything, when in

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Speaker 1: reality it will prove not to be. It might be

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Speaker 1: an improvement, but it's not UTOPI.

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Speaker 2: Here is it? No? No? No, I mean this is

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Speaker 2: the issue, is that we're solved this ideal that AI

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Speaker 2: is a solution is silver bullets or something. But equally

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Speaker 2: it brings its own complexities and problems. So it will

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Speaker 2: solve in one problem, one area, but it's we're not

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Speaker 2: addressing I think the root issue, which is how we

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Speaker 2: are using AI and how it's changing assessments and how

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Speaker 2: we're supporting our students to engage in this space appropriately

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Speaker 2: to support their learning.

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Speaker 1: Is it as simple as saying it'll do well in

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Speaker 1: maths and everyone who's gone one plus one equals to

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Speaker 1: will get a correct answer. But if you do dealing

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Speaker 1: with concepts or ideas or writing in English and things

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Speaker 1: like that, we might have an issue.

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Speaker 2: Yes, yeah, definitely and I think that's the that's the

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Speaker 2: problem around possibly that pilot space, because it is about

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Speaker 2: it was used in a very fundamental way. It's really

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Speaker 2: easy to identify some simple answers, but if you're bringing

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Speaker 2: judgments into the process, it's not trained to do that,

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Speaker 2: and there are weaknesses, there are biases that we're bringing

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Speaker 2: into that. So judgment is you know, that's the typical

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Speaker 2: and that's where we need teach it in the space

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Speaker 2: not AI.

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Speaker 1: All right, Catherine, Well done, Doctor Katherine mcallum out of

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Speaker 1: the University of Cantery.

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