EDUCATIONAL EVALUATION AND ARTIFICIAL INTELLIGENCE: THE VIEW OF FUTURE TEACHERS

Abstract

The aim of this study was to investigate the perceptions of future teachers of a Pedagogy course regarding the use of ChatGPT and its application in the context of educational evaluation. This is an exploratory research carried out at a public university located in the Greater ABC Paulista region (São Paulo), which sought to understand how students perceive the potential, challenges, and ethical and pedagogical implications of the use of this technology in evaluation processes. To this end, a mixed methodology was used, with the first qualitative phase, the use of interviews, and the second quantitative, the use of a Likert-type scale. The results revealed an ambivalent view on the use of ChatGPT in educational assessment. On the one hand, participants highlight its potential to support pedagogical practices, such as planning and diversification of instruments. On the other hand, items raise concerns about dehumanization and loss of teacher autonomy. This highlights the need for caution and critical use of the tool, preserving the centrality of the teacher. Responsible Chat integration must be accompanied by ethical and reflective training to maximize its benefits.