Gains:
- Ability to understand the limits of bias, fabrication and transparency of artificial intelligence and observe ethical principles (fairness, inclusivity, accountability) in teaching decisions
- Ability to establish a personal working system and verification habit that combines the entire workflow, from plan to feedback, end-to-end with artificial intelligence
- Ability to establish a governance framework in which artificial intelligence output does not replace pedagogical decisions and responsibility and final approval always remain with the teacher.
Module Exam
1. A teacher puts a history question and answer key produced by artificial intelligence into his exam without checking it, and the date on the key turns out to be wrong. What is the main lesson of this situation?
- A) Putting the artificial intelligence output in a place that affects the student without connecting it to the source and verifying it; Ignoring that the responsibility lies with the teacher ✔
- B) It is strictly forbidden to use artificial intelligence in question generation
- C) Artificial intelligence can never produce history questions
- D) The question is not presented in a table
Description: Artificial intelligence is fluent but can actually produce false information (hallucination). Any output that directly affects the student, such as question and answer keys, should not be used without being verified by the teacher by linking to the source; The responsibility lies with the teacher.
2. What is the best approach when entering text about a student into a publicly available artificial intelligence tool?
- A) Pasting the student's name and number as is for speed.
- B) Remove identification information and anonymize data and use secure/institutional tools if possible ✔
- C) Hide only the surname and leave the school number.
- D) It is sufficient to give verbal notice to the student before sharing the data.
Explanation: Student data is personal data; Information about health, family or behavior may be private. Identity information such as name-surname, school number, class should be removed, data should be anonymized, and if possible, institutional tools with data processing assurance should be preferred.
3. What does Bloom's taxonomy provide to the teacher when writing a learning objective (outcome)?
- A) Arranging students' names in alphabetical order
- B) Automatic scoring of exam papers
- C) Clarify the targeted cognitive thinking level with the appropriate action verb and align it with measurement ✔
- D) Always fix the lesson duration to 40 minutes
Description: Bloom's taxonomy levels cognitive processes from remembering to creating. Writing the outcome with a correct action verb clarifies the intended level of thinking and aligns it with measurement; It makes it easier to ask questions/activities from the AI at this level.
4. What does a 'good distractor' mean in a multiple choice question?
- A) An option that no one would choose because it is clearly absurd
- B) An option that has exactly the same meaning as the correct answer
- C) Always the longest written option
- D) A distinctive option that seems plausible to the student who has a misconception even though it is wrong ✔
Explanation: A good distractor is an option that seems plausible to a student who has not fully learned the subject, even though it is wrong. It is usually based on a misconception that students frequently make; so the question becomes truly distinctive. Nonsense or irrelevant distractors make the question easier and weaken the measurement.
5. What is the main difference between analytical rubric and holistic rubric?
- A) Analytical rubric scores each criterion separately; Holistic rubric gives a single general level to the study ✔
- B) Analytical rubric is used only in exams, holistic rubric is used only in projects.
- C) Both give final grades automatically by artificial intelligence
- D) Analytical rubric is unscored, holistic rubric is scored.
Description: The analytical rubric scores each criterion (e.g. content, language, layout) at separate levels and provides detailed feedback. The holistic rubric gives a single general level to the entire study; It is faster but does not give detailed feedback.
6. Which form of formative feedback is most useful to the student?
- A) A general judgment labeling the student as 'unsuccessful' or 'lazy'
- B) Awarding only one letter grade or score
- C) Feedback that targets the product and shows a concrete and forward-looking development step ✔
- D) Give the same, non-personalized sentence to the whole class.
Explanation: Formative feedback is meant to advance learning; It targets the product/performance, not the student's personality, and shows a concrete and forward-looking development step. Feedback that labels things like 'You're lazy' or just grades them does not promote learning.
7. What is the most important ethical risk when using artificial intelligence in differentiated instruction?
- A) The material is not colorful
- B) Risk of reducing the student to a label and trapping him in a biased or stereotyped mold ✔
- C) Artificial intelligence recommends too many activities
- D) Differentiation is not included in the curriculum
Explanation: Artificial intelligence may reduce the student to a label ('weak', 'talented') and produce biased or stereotypical recommendations. Differentiation must be combined with the teacher knowing the student; The artificial intelligence proposal should not be confined to a mold, but should be flexible and temporary.
8. A teacher gives a student a zero based on the AI 'detector' marking an assignment '90% AI'. What is the main problem with this approach?
- A) The detector scans the assignment too slowly
- B) AI detectors are unreliable; Penalizing based on a single score is unfair due to false positives ✔
- C) The detector score is always correct but the teacher ignores it
- D) A low grade should be given instead of zero
Description: AI detectors are unreliable; It may mistakenly mistake the real student text for an artificial intelligence (false positive), especially for students whose native language is different. It is unfair to impose penalties based on a single detector score; academic integrity should be assessed through evidence of process and interview with the student.
9. What is the best approach when preparing a message conveying a negative situation (behavioral problem) to the parent with artificial intelligence?
- A) Write in an accusatory and precise language and send it directly to the parent.
- B) Include the student's entire history and the names of other students
- C) Prepare a constructive, solution-focused, and respectful draft and have the teacher confirm its tone and accuracy before sending it ✔
- D) Keeping the message as short as possible and not giving any context
Description: The text should be constructive, solution-oriented and respectful; It should include a concrete event and a call for cooperation without judging the student. Additionally, student confidentiality must be protected and the teacher must personally confirm the accuracy and tone of the text before sending it.
10. A scientist quote in an AI-generated teaching material may not have actually been said at all. What should the teacher do?
- A) Using the quote as is, because AI is generally correct
- B) Verifying the quote from a reliable source, not using it if it cannot be verified ✔
- C) Write the source of the quote as 'internet'
- D) Changing the quote slightly to make it more believable.
Description: Artificial intelligence can produce credible but fabricated quotes, sources and facts. Quotes and facts should be verified from reliable sources before being given to the class; If it cannot be verified, it should not be used. Misinformation creates permanent misconceptions in the student.
11. What is the correct principle of grading (final evaluation) when preparing a rubric or exam with artificial intelligence?
- A) Artificial intelligence can automatically score all exams with a final grade
- B) Final grade is a decision that affects the student's future; Responsibility and final approval belong to the teacher ✔
- C) As long as artificial intelligence gives grades, there is no need for the teacher to check
- D) Grading should be based solely on detector score
Description: Artificial intelligence can generate rubric outlines, questions and feedback outlines; However, the final grade is a decision that affects the student's future and the responsibility belongs to the teacher. The consistency and fairness of scoring should be supervised by the teacher.
12. What is the healthiest pedagogical approach when introducing artificial intelligence to students in the classroom?
- A) Banning artificial intelligence completely and not discussing the subject at all
- B) Teaching students that artificial intelligence is always right
- C) Establish transparent/ethical usage rules and teach source verification and critical evaluation ✔
- D) Allowing only successful students to use artificial intelligence
Explanation: The healthiest approach is to set transparent and ethical usage rules instead of banning; It is to teach students about source verification, critical evaluation and that artificial intelligence can make mistakes. Thus, artificial intelligence becomes a thinking partner, not a copying tool.
13. Which of the following expresses the correct limit of the use of artificial intelligence in teaching?
- A) Artificial intelligence can make all pedagogical decisions instead of the teacher
- B) Artificial intelligence can only be used in making presentations and nothing else
- C) Artificial intelligence is a teaching assistant and thought partner; Responsibility and final approval of critical decisions rest with the teacher ✔
- D) Artificial intelligence can give final grades to students without teacher approval
Description: Artificial intelligence is a teaching assistant, outline generator and idea partner. Responsibility and final approval for critical decisions affecting the student, such as grading, pedagogical judgment, academic integrity decisions, and guidance, always rest with the teacher.
14. What is the main benefit of writing a strong prompt instead of a weak prompt for the teacher?
- A) Artificial intelligence produces the answer more slowly
- B) Obtaining grade-appropriate, aligned and usable output when the context, level, outcome and format are given ✔
- C) Artificial intelligence no longer requires any verification
- D) Making the prompt longer always worsens the output.
Description: A strong prompt that includes role, grade level, outcome, duration, constraint, and desired output format enables AI to produce grade-appropriate, aligned, and usable drafts rather than generic ones. A general and inapplicable response comes to a request without context.