ChatGPT as a Pedagogical Assistant: Optimization of Instructional Design, Rubrics, and Personalized Feedback in Basic Education
DOI:
https://doi.org/10.5281/zenodo.19870776Keywords:
Artificial Intelligence, Curricular Planning, Formative Assessment, Rubrics, Educational Innovation.Abstract
This article analyzes the integration of Generative Artificial Intelligence (GAI), specifically the ChatGPT model, as a pedagogical assistance tool in the teaching work of Basic Education. The
theoretical framework is based on the growing administrative burden faced by educators and the need to optimize instructional design processes through disruptive technologies, framed within the TPACK (Technological Pedagogical Content Knowledge) model. The general objective was to evaluate the effectiveness of ChatGPT in creating key educational resources: analytical evaluation rubrics, lesson plans aligned with the national curriculum, and personalized formative feedback. The methodology used was qualitative, descriptive, and action-research based on the analysis of practical cases, prompt engineering, and peer content validation. The results demonstrate that the use of structured instructions reduces the time dedicated to bureaucratic planning tasks by up to 75%, simultaneously raising the precision of assessment instruments. It is concluded that ChatGPT does not replace pedagogical judgment, but acts as a co-designer that mitigates the cognitive fatigue of the teacher, allowing efforts to be focused on classroom mediation and attention to the individual needs of the student body.
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