Automated Assessment of Students' Critical Writing Skills with ChatGPT

Abstract

Critical writing, a subskill of critical thinking, is a crucial skill for students to obtain in their education life. Since these skills require high-level cognitive skills such as analysis and evaluation, open-ended questions are used to evaluate students. Automated essay scoring (AES) tools can be used to overcome the difficulties in evaluating open-ended questions. This study aims to investigate the reliability of ChatGPT 3.5 as an AES tool for evaluating critical writing. It examines variations in average scores between a human rater and ChatGPT across diverse critical writing criteria, utilizing 59 essays from tertiary-level students majoring in teaching English as a foreign language. Reliability between raters was determined by intraclass correlation coefficients and the average score difference between raters was determined by Repeated Measures ANOVA. The findings indicate that ChatGPT, as an AES tool, demonstrates low reliability in assessing critical writing skills, suggesting its current role as a supplementary tool rather than a replacement for human raters. It was also found that ChatGPT tends to give higher scores than the human rater. The discussion aligns the results with existing literature, proposing future research avenues to leverage ChatGPT's potential as a supplementary tool for enhancing critical writing skills.

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