Docente Formative Assessment with Artificial Intelligence: Strategic Automation of Descriptive Feedback for the
DOI:
https://doi.org/10.5281/zenodo.19871033Keywords:
Formative Assessment, Feedback, Artificial Intelligence, Burnout Syndrome, Educational Innovation.Abstract
This research article analyzes the implementation of Generative Artificial Intelligence (GAI) as an instrument for the optimization of formative assessment at the Basic Education level. The central problem motivating this study is the contradiction between the pedagogical requirement to provide frequent, individualized descriptive feedback and the reality of occupational burnout experienced by teachers due to classroom overcrowding and excessive administrative burden. The objective of the research was to design, apply, and measure the effectiveness of a structured prompt engineering protocol using Large Language Models (LLMs) to generate qualitative feedback comments. The methodology used responds to a descriptive and action-research approach, analyzing a sample of practical assessment cases in the area of Language and Literature. The results demonstrate that by using predefined input variables (achievements and areas for improvement), the teacher can reduce the time spent writing feedback by up to 80%, while maintaining high levels of technical precision, empathy, and alignment with curricular standards. It is concluded that AI acts as a syntactic mediator that amplifies the teacher's capacity to sustain a truly formative assessment without compromising their occupational health, always under a framework of ethical curation and data protection
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