Generative Artificial Intelligence as an aid for the assessment of Early Modern History student work in higher education

Antonio Carrasco-Rodríguez; Humberto Álvarez Sepúlveda

doi:10.1590/1983-3652.2026.59410

Autores

Antonio Carrasco-Rodríguez Universidad de Alicante, Facultad de Filosofía y Letras, Alicante, España https://orcid.org/0000-0003-3913-0200
Humberto Álvarez Sepúlveda Universidad Católica de la Santísima Concepción, Facultad de Educación, Concepción, Chile https://orcid.org/0000-0001-5729-3404

DOI:

https://doi.org/10.1590/1983-3652.2026.59410

Palavras-chave:

História Moderna, Modelo híbrido de avaliação da aprendizagem, Inteligência Artificial Generativa, Educação superior, Rubricas analíticas

Resumo

Este artigo examina o uso da inteligência artificial (IA) generativa como instrumento de apoio na avaliação de trabalhos acadêmicos de graduação em História da América Moderna. Com base em um modelo híbrido de avaliação que integra o julgamento humano com a aferição assistida por IA, o estudo implementou três etapas sucessivas de correção: uma avaliação inicial baseada em uma rubrica básica, uma segunda avaliação com o uso de uma rubrica analítica avançada e uma fase final de recalibração crítica dos resultados anteriores. O corpus consistiu em 21 trabalhos de caráter investigativo elaborados por estudantes do quarto ano do curso de História, avaliados segundo critérios técnicos, historiográficos e de pensamento crítico. Os resultados demonstram que, uma vez devidamente calibrado, o sistema de IA foi capaz de discriminar eficazmente entre diferentes níveis de qualidade acadêmica e de identificar padrões recorrentes de raciocínio histórico nos trabalhos analisados. A comparação entre as notas atribuídas por avaliadores humanos e aquelas geradas pela IA revelou um elevado grau de convergência, juntamente com divergências significativas. Enquanto a IA demonstrou maior sensibilidade ao rigor metodológico e ao engajamento crítico, os avaliadores humanos tenderam a priorizar a apresentação formal e os aspectos técnicos da escrita. Em vez de substituir o julgamento docente, o modelo proposto reconceptualiza a avaliação como um processo pedagógico mais rigoroso, equitativo e reflexivo. O estudo sugere que, quando integrada a marcos pedagógicos exigentes, transparentes e passíveis de revisão, a inteligência artificial generativa pode atuar como um agente epistêmico no âmbito das Humanidades, contribuindo de forma significativa para a avaliação de resultados complexos de aprendizagem histórica.

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Biografia do Autor

Antonio Carrasco-Rodríguez, Universidad de Alicante, Facultad de Filosofía y Letras, Alicante, España

Antonio Carrasco Rodríguez holds a PhD in Modern History from the University of Alicante.
His teaching career dates back to 1997, the year in which, after finishing his research grant for Research Staff Training from the Ministry of Education and Culture, he taught for a year at the University of Alicante through a teaching collaboration.
From 1999 to 2004 he worked on the Miguel de Cervantes Virtual Library project at the University of Alicante, as a digital editing technician and coordinator of some twenty websites on historical topics. During this time, he was also delegated archivist of the Basilica of Santa María in Alicante. Between 2005 and 2009 he worked as director of Research, Development and Innovation Projects at the Digital Workshop of the University of Alicante, working as a consultant on a dozen research projects that received public funding from the State, and working as principal investigator on two R+D+i projects, funded by the Ministry of Industry, Tourism and Trade, and related to the application of new digital technologies to the fields of teaching and dissemination.
From 2008 to September 2022 he was associate professor in the Department of Medieval History, Modern History and Historiographic Sciences and Techniques at the University of Alicante. Since September 2022 he has been Assistant Professor at the Department. He is currently a member of the Commissions of the Degree in History, Quality and Equality of the Faculty of Arts. He is also a tutor for the first and fourth years of the Degree in History, and is responsible for the Tutorial Action Programme in the aforementioned Faculty.
He has excelled in the application of technology to teaching. He is the administrator of some 600 blogs on historical topics and fifty YouTube channels, created with his students. He has co-directed the creation of three history-based video games, developed in collaboration with teachers and students of the Multimedia Engineering and History degrees. He is the author of several history textbooks for secondary school.
He uses social networks and digital technologies in the classroom to encourage motivation, engagement and participation. He tries to develop the critical capacity and the skills and competences of his students through various activities, including those related to gamification and project and game-based learning. He is a specialist in the theory and application of the flipped classroom method. He has incorporated the use of mobile devices and e-learning platforms in the teaching and assessment (and co-assessment) of his students. Hos main lines of research are church and government history, gender history, teaching innovation, and applications of artificial intelligence to history teaching.

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