We are in an era where generative artificial intelligence (AI) can derive optimal answers in just seconds. The ability to quickly find answers has already surpassed human capabilities. It is time to bid farewell to the traditional educational paradigm that confines us to merely finding answers. The ability to pose significant questions and actively reconstruct scattered knowledge data has become a new measure of future talent.
However, our school system remains trapped in the framework of multiple-choice exams. The current college entrance exam method, which has students repeatedly practice selecting answers from predetermined options for years, cannot cultivate the autonomous inquirers that future society demands. Transitioning to a written and essay-type evaluation system that assesses students' critical thinking and argumentative skills, rather than relying solely on memorization, is an urgent task that can no longer be postponed.
The National Education Commission (NEC), which operates under the direct authority of the President, has proposed the introduction of written and essay-type questions in college entrance exams to foster social consensus. The main obstacles to implementing this change have been the enormous grading workforce and costs, as well as concerns about fairness due to individual biases among graders. However, as recent discussions at field forums have indicated, AI grading technology could be the key to solving this significant challenge. A shift in mindset is needed to utilize AI not merely as a tool for generating scores but as a capable assistant that quickly and accurately establishes evaluation criteria and grading foundations based on pre-set standards.
The problem is that the current situation makes this transition difficult. For instance, in the AI era, children are primarily using keyboards, leading to a decline in handwriting skills. As the use of digital devices increases, more children are struggling with poor handwriting and weakened grip strength. In the private education market, there is a rising demand for programs such as handwriting correction academies and short-term workshops to address these issues.
There is no need to create a meaningless private education market within public education. There is no need to instill anxiety in parents and children. The process of writing correctly and laying the foundation for thinking should be adequately addressed within the realm of public education. Educational authorities must strengthen and take responsibility for teaching proper handwriting and basic literacy skills in elementary education to prevent parents from being swayed by unnecessary private education marketing.
Of course, concerns surrounding the introduction of AI grading persist. The key issue is how to ensure the objectivity and reliability of evaluations. To alleviate fears of technical errors or algorithmic opacity, the principle of 'Human-in-the-loop' must be thoroughly established. AI should remain in the role of providing grading rationale and preliminary assessments, while the final grading authority must rest entirely with classroom teachers. Additionally, regularly disclosing the agreement rates between human evaluators and AI algorithms, as well as establishing multiple infrastructures for monitoring and re-evaluating anomalous answers, will be necessary to gain social approval.
We must also prepare meticulously for the irregular expansion of the private education market. It is not an exaggeration to say that once written and essay-type evaluations are introduced, customized tutoring focused on standardized writing techniques will flourish. The fundamental solution to prevent these side effects is to shift the focus of evaluation from 'simple submission of results' to 'process-oriented assessment within classroom instruction.' By reducing the grading workload through AI utilization, teachers can concentrate on providing individualized feedback and designing discussion and writing lessons with the time they have gained. If the government can implement an 'AI-based public essay feedback system' in schools nationwide, it will not only curb reliance on private education but also help alleviate educational disparities between regions.
The ultimate goal of introducing written and essay-type evaluations and intelligent grading is not merely to enhance the differentiation of college entrance exams. It is to fundamentally change the landscape of classrooms and the learning habits of children. Just as evaluation systems define curricula, when college entrance exams move toward measuring the competencies we aspire to, classrooms can be revitalized into spaces for discussion and project-based learning.
AI grading technology is not an omnipotent tool that provides answers but a useful bridge that helps us transition to the 'competency-based education' we have long sought. Educational authorities must proceed cautiously and gradually, moving beyond superficial institutional changes to enhance teachers' evaluation expertise and establish reliable technology foundations. The future of our children depends on ending the era of passive answer-seeking and embarking on a true educational transformation that encourages them to ask questions.
* This article has been translated by AI.
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