Author: Dr. Harsha Sharma
DOI Link: https://doi.org/10.70798/Bijmrd/04071002
Abstract: The present study examined the effect of AI-supported formative assessment on the academic engagement and achievement of Bachelor of Education (B.Ed.) students. A quasi-experimental pre-test-posttest control group design was used. The sample consisted of 100 B.Ed. students, with 50 students in the experimental group and 50 students in the control group. The experimental group received AI-supported formative assessment through instant quizzes, automated feedback, adaptive practice questions, and progress dashboards for eight weeks, while the control group received conventional classroom assessment. Academic engagement was measured through a researcher-prepared Academic Engagement Scale, and achievement was measured through a 50-mark achievement test. The findings showed that the experimental group obtained significantly higher post-test scores in both academic engagement and achievement than the control group. The effect size was large for both outcomes. The study concluded that carefully guided AIsupported formative assessment can improve student participation, regularity of learning, feedback use, and academic performance in teacher education. The numerical dataset used in this paper is illustrative and is included to demonstrate a complete research-paper format; it should be replaced with field data before formal publication.
Keywords: Artificial Intelligence, Formative Assessment, Academic Engagement, Academic Achievement, B.Ed. Students, Teacher Education.
Page No: 7-12