Equity and LLMs in Computing Education: A gradeless perspective under well-being lens

• Esdras L. Bispo Jr. Universidade Federal de Jataí / Universidade Federal de Pernambuco http://orcid.org/0000-0002-6373-6045
• Juliana M. O. Santos Universidade Federal da Bahia https://orcid.org/0009-0009-1068-4825

DOI: https://doi.org/10.5753/urca.2024.245646

Resumo

There are equity challenges in computing education when we realize that the digital divide expands itself due to the emergence of Large-Language Models (LLMs). Assessment is one of them, provoking computing educators to reflect on their day-to-day practice and reframing their perspectives about LLM use and their own assessment process. This provocative essay brings the gradeless approach as a possibility to deal with computing students’ well-being and, as a consequence, equity in assessment involving LLM scenarios.

Referências

Bapna, R., Ramaprasad, J., and Umyarov, A. (2018). Monetizing freemium communities: Does paying for premium increase social engagement? MIS Quarterly, 42(3). [link].

Bispo Jr., E., Abranches, S., Carvalho, A. B., and Santos, S. (2022). “Fui contratado para ensinar Computação!”: Um olhar sobre a suposta neutralidade político-pedagógica do professor universitário de Computação no Brasil. In Anais do II Simpósio Brasileiro de Educação em Computação, pages 272–282, Porto Alegre, RS, Brasil. SBC. [link].

Bispo Jr., E. L. (2023). Equity Issues in Educational Data Mining from an Epistemological Perspective. In Proceedings of Equity, Diversity and Inclusion in Education Technology Research and Development (EDI / AIED), pages 1–11. DOI: 10.5281/zenodo.8186667.

Bispo Jr., E. L., dos Santos, S. C., and De Matos, M. V. A. B. (2024). Equity Issues Derived from Use of Large Language Models in Education. In Tomczyk, Ł., editor, New Media Pedagogy: Research Trends, Methodological Challenges, and Successful Implementations, pages 425–440. Springer Nature Switzerland. [link].

Freire, M. d. L., Feitosa, R. G. F., Menezes, H. F., Santos, Y. D., Esmeraldo, G. A. R. M., de Mello, H. M., Junior, E. L. B., and de Campos, G. A. L. (2023). Utilizando Question Answering no Auxílio ao Processo de Ensino e Aprendizagem de Programação: Um Estudo de Caso com LLMs. Revista de Sistemas e Computação-RSC, 13(3). DOI: 10.36558/rsc.v13i3.8544.

Guilherme, A. and Freitas, A. L. S. (2017). ‘Happiness education’: A pedagogical-political commitment. Policy Futures in Education, 15(1):6–19. DOI: 10.1177/1478210316637489.

Luckesi, C. C. (2012). Educação, Avaliação Qualitativa e Inovação-I. Textos para Discussão, (37):33–33. [link].

McMorran, C., Ragupathi, K., and Luo, S. (2017). Assessment and learning without grades? Motivations and concerns with implementing gradeless learning in higher education. Assessment & Evaluation in Higher Education, 42(3):361–377. DOI: 10.1080/02602938.2015.1114584.

Perrenoud, P. (1998). From formative evaluation to a controlled regulation of learning processes: Towards a wider conceptual field. Assessment in Education: Principles, policy & practice, 5(1):85–102. DOI: 10.1080/0969595980050105.

Robeyns, I. and Byskov, M. F. (2023). The Capability Approach. In Zalta, E. N. and Nodelman, U., editors, The Stanford Encyclopedia of Philosophy. Stanford Press, Summer edition. [link].