Ứng dụng trí tuệ nhân tạo trong thiết kế công cụ kiểm tra, đánh giá trong dạy học môn Lịch sử và Địa lí: Thực trạng ở các trường trung học cơ sở tại thành phố Hồ Chí Minh

Tóm tắt

In the context of digital transformation and competence-based educational reform, artificial intelligence (AI) has increasingly been considered a supportive tool in teaching and assessment, particularly at the  secondary level. This study aims to examine the current state of AI application by teachers in designing assessment tools for History and Geography in secondary schools in Ho Chi Minh City. The study surveyed 494 teachers using a questionnaire, and the data were analyzed through descriptive statistics. The results indicate that teachers have developed a certain level of awareness of AI and have begun to apply AI tools in assessment design. Teachers highly value the usefulness of AI in saving time, diversifying assessment formats, and improving the quality of assessment instruments. However, the actual use of AI has not yet become frequent due to several barriers, including concerns about content accuracy, difficulties in controlling the quality of AI-generated questions, limitations in technological competence, and inadequate technological infrastructure. Based on these findings, the study recommends strengthening professional development for teachers and providing pedagogical guidance tailored to the characteristics of History and Geography education to enhance the effective integration of AI in assessment practices.