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AI Tools Evaluation and Rating System Development

Grade 7Technology2 days

In this project, 7th-grade students will collaboratively develop an evaluation and rating system for generative AI tools, focusing on accessibility, cost, impact, and bias. Through activities like brainstorming, detective missions to gather evidence, and framework development, students will critically assess AI tools' usability and ethical considerations. The project emphasizes developing digital literacy and critical thinking by engaging in structured research, analysis, and presentation of findings, while also fostering communication and collaboration skills among students.

Generative AIEvaluation FrameworkEthical ConsiderationsDigital LiteracyCritical ThinkingCollaboration

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can students collaboratively develop a comprehensive and ethical framework to evaluate generative AI tools based on accessibility, cost, impact, and bias, and communicate their findings effectively?

Essential Questions

Supporting questions that break down major concepts.

What are generative AI tools, and how do they impact our world?
How can we evaluate AI tools for their effectiveness, accessibility, and ethical considerations?
What criteria should be used to develop a rating system for comparing AI tools?
How can we identify and understand biases in AI technology?
In what ways can generative AI tools be both beneficial and challenging for users?
How do cost and accessibility influence the adoption and impact of AI technologies?
What role does ethics play in the development and use of AI tools?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Students will critically evaluate multiple generative AI tools based on defined criteria such as accessibility, cost, risk, bias, and positive impact.
Students will develop and apply a structured rating system to assess generative AI tools.
Students will demonstrate digital literacy by effectively researching and analyzing information related to AI tools.
Students will practice ethical reasoning by understanding and evaluating the ethical considerations involved in the use of generative AI.
Students will enhance critical thinking skills through analysis, discussion, and collaborative problem-solving related to AI technologies.
Students will communicate their findings and insights effectively in a report or presentation format.

Common Core Standards

7R1

Primary

Cite textual evidence to support an analysis of what the text says explicitly/implicitly and make logical inferences. (RI&RL)Reason: Students will need to analyze and evaluate textual information about the generative AI tools to support their findings and conclusions.

CCSS.ELA-LITERACY.W.7.1

Primary

Write arguments to support claims with clear reasons and relevant evidence.Reason: The project requires students to present arguments in support of their evaluations of AI tools, using collected evidence.

CCSS.ELA-LITERACY.SL.7.4

Secondary

Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples.Reason: Students are expected to present their findings and arguments about the AI tools effectively, which includes clear and coherent communication.

ISTE Standards for Students

ISTE.3.D

Primary

Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.Reason: The project design engages students in exploring real-world issues related to AI tools, encouraging knowledge building and problem-solving.

ISTE.7.D

Supporting

Students understand and use technology systems.Reason: Students will critically evaluate and assess the technology systems of various AI tools, which aligns with understanding and using technology systems.

Next Generation Science Standards

NGSS.ETS1.B

Supporting

Developing Possible Solutions: A solution needs to be tested, and then modified on the basis of the test results, in order to improve it.Reason: The iterative process of developing a framework and rating system for evaluating AI tools mirrors the engineering design process.

Entry Events

Events that will be used to introduce the project to students

AI Mythbusters

Launch the project with an 'AI Mythbusters' event, where students are presented with common misconceptions about AI. They dive into an investigation to confirm or debunk these myths, promoting creative thinking and skepticism. By relating AI myths to their own tech experiences, students uncover truths, sparking deeper curiosity and engagement.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Criteria Brainstorm Bonanza

Students will engage in a collaborative brainstorming session to identify various criteria essential for evaluating AI tools, considering factors like accessibility and risk.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Facilitate a group discussion to prompt ideas around what makes an AI tool effective.

2. Using sticky notes or a digital shared document, students will list potential criteria like cost, bias, and ethical considerations.

3. Groups will organize and classify these criteria into categories such as 'usability', 'ethics', and 'impact'.

Final Product

What students will submit as the final product of the activityAn aggregated list of classified criteria that serves as the foundation for the rating system.

Alignment

How this activity aligns with the learning objectives & standardsSupports NGSS.ETS1.B by involving students in identifying and organizing essential components for developing a framework.

Activity 2

Evidence Detective Missions

Students act as detectives to gather information and textual evidence about their selected AI tools, supporting their evaluations with facts and examples.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Assign each group a detective mission to find expert reviews, academic articles, or user testimonials about their tools.

2. Students will ensure the reliability of sources and document key insights about cost, efficiency, and bias.

3. Create a graphic organizer to compile evidence and analyze its correlation with their brainstorming criteria.

Final Product

What students will submit as the final product of the activityA detailed evidence portfolio highlighting various attributes and supported claims about AI tools.

Alignment

How this activity aligns with the learning objectives & standardsCovers 7R1, as students collect and cite textual evidence to support their analysis and conclusions.

Activity 3

Framework & Rating System Designers

Students will design a structured framework and rating system to analyze and evaluate AI tools, focusing on usability, risk, bias, and more.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Review collected evidence and criteria from previous activities to finalize key evaluation aspects.

2. In groups, students draft a rubric that quantifies each criterion, creating a clear rating scale.

3. Test the rubric on at least one AI tool to ensure functionality and relevance.

Final Product

What students will submit as the final product of the activityA comprehensive and practical rating system, ready for implementation, accompanied by a written framework document.

Alignment

How this activity aligns with the learning objectives & standardsSupports ISTE.7.D and NGSS.ETS1.B by applying theoretical knowledge to develop and iterate a solution framework.

Activity 4

Collaborative Findings Showcase

Students will prepare and present their findings, utilizing structured arguments supported by their developed evidence and rating system.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Draft an outline for a report or presentation, dividing content sections among group members.

2. Each student creates a segment supporting claims using their evidence portfolio and rating framework.

3. Rehearse as a group to ensure coherent, persuasive delivery of their assessment.

Final Product

What students will submit as the final product of the activityA collaborative report or presentation showcasing the students’ evaluations and insights into AI tools.

Alignment

How this activity aligns with the learning objectives & standardsMeets CCSS.ELA-LITERACY.W.7.1 and CCSS.ELA-LITERACY.SL.7.4 by having students present well-supported arguments and findings.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

AI Evaluation Framework Rubric

Category 1

Critical Evaluation Skills

Assessment of students' ability to analyze AI tools based on multiple defined criteria including cost, bias, and ethical considerations.

Criterion 1

Criteria Analysis

Ability to identify, classify, and analyze various factors such as cost, impact, and biases in AI tools.

Exemplary

4 Points

Shows a comprehensive understanding by identifying and analyzing a wide range of criteria including cost, impact, and biases with depth and clarity.

Proficient

3 Points

Effectively identifies and analyzes key criteria such as cost and impact, demonstrating a solid understanding.

Developing

2 Points

Identifies some criteria but analysis lacks depth and consistency.

Beginning

1 Points

Struggles to identify relevant criteria and analysis is superficial.

Criterion 2

Ethical Reasoning

Evaluate digital tools based on ethical reasoning, considering implications and potential biases.

Exemplary

4 Points

Consistently applies ethical reasoning, identifies potential biases, and thoughtfully considers implications in AI evaluation.

Proficient

3 Points

Applies ethical reasoning to AI evaluation and identifies some potential biases and implications.

Developing

2 Points

Shows emerging understanding of ethical reasoning but inconsistently identifies implications and biases.

Beginning

1 Points

Minimal ethical reasoning and struggles to identify biases or implications.

Category 2

Research and Evidence Gathering

Assessment of students' skills in gathering, analyzing, and presenting textual evidence related to AI tools.

Criterion 1

Evidence Collection

Ability to gather relevant, reliable evidence from credible sources to support AI tool evaluation.

Exemplary

4 Points

Collects a wide range of reliable evidence from diverse sources to robustly support AI tool evaluations.

Proficient

3 Points

Collects relevant evidence from credible sources to support AI tool evaluations.

Developing

2 Points

Collects some relevant evidence but lacks depth and diversity in sources.

Beginning

1 Points

Struggles to collect relevant evidence and relies on limited sources.

Criterion 2

Evidence Analysis

Ability to analyze and utilize evidence effectively in supporting claims and arguments.

Exemplary

4 Points

Analyzes evidence in a detailed and insightful manner, effectively supporting claims with well-integrated evidence.

Proficient

3 Points

Analyzes evidence effectively, supporting most claims with relevant evidence.

Developing

2 Points

Provides basic analysis with partial support for claims using evidence.

Beginning

1 Points

Minimal analysis and inconsistently supports claims with evidence.

Category 3

Communication and Collaboration

Assessment of students' ability to communicate findings and collaborate effectively within group settings.

Criterion 1

Presentation Skills

Communicate findings and arguments effectively through a structured report or presentation.

Exemplary

4 Points

Delivers a highly coherent and persuasive presentation, effectively communicating findings with clarity and confidence.

Proficient

3 Points

Delivers a coherent and persuasive presentation, communicating findings clearly.

Developing

2 Points

Presents findings but lacks coherence and persuasive communication.

Beginning

1 Points

Struggles to communicate findings and lacks structure in presentation.

Criterion 2

Collaboration

Ability to work effectively in a team, share responsibilities, and contribute to group outcomes.

Exemplary

4 Points

Exhibits leadership and actively contributes to team goals, ensuring comprehensive and collaborative outcomes.

Proficient

3 Points

Works effectively in a team, contributes to goals, and shares responsibilities.

Developing

2 Points

Participates in team activities but contributions are limited.

Beginning

1 Points

Requires assistance to participate in team activities and fulfill responsibilities.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

What was the most surprising thing you learned about generative AI tools during this project?

Text

Required

Question 2

How effectively did our group communicate and collaborate to develop the ethical framework and rating system for AI tools?

Scale

Required

Question 3

In what ways can biases in AI tools affect users differently, and how did this realization impact your understanding of AI technology?

Text

Required

Question 4

How confident are you in applying the skills and knowledge gained from this project to real-world situations involving technology?

Scale

Optional

Question 5

Based on your reflections, what would you suggest as improvements for future projects evaluating AI tools?

Multiple choice

Optional

Options

More hands-on activities

Greater focus on ethics

Additional expert guest speakers

More time for group discussions