{"id":2464,"date":"2024-09-30T09:00:00","date_gmt":"2024-09-30T09:00:00","guid":{"rendered":"https:\/\/atras-univ-saida.dz\/en\/?p=2464"},"modified":"2025-01-30T19:11:52","modified_gmt":"2025-01-30T19:11:52","slug":"artificial-intelligence-as-a-pedagogical-assistant-for-teachers-toward-a-smarter-elementary-education","status":"publish","type":"post","link":"https:\/\/atras-univ-saida.dz\/en\/?p=2464","title":{"rendered":"Article 50 Issue 03 Vol 5 September 2024"},"content":{"rendered":"\n

Artificial Intelligence as a Pedagogical Assistant for Teachers: Toward a Smarter Elementary Education
\u0646\u062d\u0648 \u062a\u0639\u0644\u064a\u0645 \u0627\u0628\u062a\u062f\u0627\u0626\u064a \u0630\u0643\u064a_\u0627\u0644\u0630\u0643\u0627\u0621 \u0627\u0644\u0627\u0635\u0637\u0646\u0627\u0639\u064a \u0643\u0645\u0633\u0627\u0639\u062f \u0628\u064a\u062f\u0627\u063a\u0648\u062c\u064a \u0644\u0644\u0623\u0633\u062a\u0627\u0630<\/strong><\/h1><\/div><\/div>\n\n\n\n

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 <\/strong> \u062c\u0627\u0645\u0639\u0629 \u0645\u062d\u0645\u062f \u0644\u0645\u064a\u0646 \u062f\u0628\u0627\u063a\u064a\u0646 _\u0633\u0637\u064a\u0641 2\u060c \u0627\u0644\u062c\u0632\u0627\u0626\u0631
lousfane.selma@gmail.com<\/a>
https:\/\/orcid.org\/0009-0006-8085-6520
\u0623\u0645\u0642\u0631\u0627\u0646 \u0631\u0636\u0648\u0627\u0646<\/strong>
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amokrane.radhwane@univ-oeb.dz<\/a>
https:\/\/orcid.org\/0000-0002-7119-3167<\/a><\/p><\/div><\/div>\n\n\n\n

Abstract<\/strong><\/p><\/div><\/div>\n\n\n\n

The study aims to explore the use of Artificial intelligence as a helper for primary school teachers in grading and marking their students’ works. An experimental approach was employed to validate such claims. The research was conducted with a sample of thirteen third-year elementary students of Saidi Primary School, Oum El Bouaghi province. Through the use of powerful AI-driven tools such as Claude Opus for grading and marking exam papers, and ChatGPT Omni for evaluating and analyzing data. The results showed that substantive questions can be evaluated and marked with 100% accuracy when the correct method is used. Artificial intelligence also demonstrated the ability to provide detailed analyses of students\u2019 performance. Despite its success in the tasks mentioned, some technical difficulties were encountered when recognizing PDF and Word format files. To conclude, this research has proven that Artificial Intelligence is an effective tool in alleviating the pedagogical challenges faced by teachers. However, the use of such tools requires further research and updating. Therefore, we must take into consideration the technical limitations of the software used.<\/p><\/div><\/div>\n\n\n\n

Keywords:<\/strong> Artificial intelligence, elementary education, automated marking, pedagogical assistant, performance evaluation<\/p><\/div><\/div>\n\n\n\n

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\"\"<\/a><\/figure>\n<\/div>\n\n\n

DOI:<\/strong>
https:\/\/doi.org\/10.70091\/atras\/AI.50<\/strong><\/h1><\/div><\/div>\n\n\n\n

How to Cite this Paper :<\/strong><\/strong> <\/p><\/div><\/div>\n\n\n\n

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References<\/strong>:<\/p><\/div><\/div>\n\n\n\n

\u0622\u0644 \u0645\u0633\u0639\u0648\u062f\u060c \u0639. \u0633. (2020). “\u062a\u0637\u0628\u064a\u0642\u0627\u062a \u0627\u0644\u0630\u0643\u0627\u0621 \u0627\u0644\u0627\u0635\u0637\u0646\u0627\u0639\u064a \u0641\u064a \u062a\u0637\u0648\u064a\u0631 \u0627\u0644\u0639\u0645\u0644\u064a\u0629 \u0627\u0644\u062a\u0639\u0644\u064a\u0645\u064a\u0629”. \u0627\u0644\u0645\u062c\u0644\u0629 \u0627\u0644\u062f\u0648\u0644\u064a\u0629 \u0644\u0644\u0623\u0628\u062d\u0627\u062b \u0627\u0644\u062a\u0631\u0628\u0648\u064a\u0629\u060c \u062c\u0627\u0645\u0639\u0629 \u0627\u0644\u0625\u0645\u0627\u0631\u0627\u062a \u0627\u0644\u0639\u0631\u0628\u064a\u0629 \u0627\u0644\u0645\u062a\u062d\u062f\u0629\u060c \u0627\u0644\u0645\u062c\u0644\u062f: 44\u060c \u0627\u0644\u0639\u062f\u062f: 3.
\u0627\u0644\u062c\u064a\u0644\u0627\u0644\u064a \u0633\u0627\u0644\u0645\u064a\u060c \u0648\u0623\u0633\u064a\u0627 \u0634\u0631\u064a\u0641. (2022). “\u0648\u0627\u0642\u0639 \u0627\u0644\u062a\u0639\u0644\u064a\u0645 \u0627\u0644\u0627\u0628\u062a\u062f\u0627\u0626\u064a \u0628\u0627\u0644\u062c\u0632\u0627\u0626\u0631 – \u0648\u0644\u0627\u064a\u0629 \u0627\u0644\u0645\u062f\u064a\u0629 \u0623\u0646\u0645\u0648\u0630\u062c\u0627” -. Revue d’\u00e9conomie et de statistique appliqu\u00e9e\u060c 141-156.
\u062d\u0627\u0628\u064a\u060c \u062d\u0644\u064a\u0645\u0629. (2021). “\u0648\u0627\u0642\u0639 \u0627\u0644\u062a\u0639\u0644\u064a\u0645 \u0641\u064a \u0627\u0644\u0645\u062f\u0631\u0633\u0629 \u0627\u0644\u062c\u0632\u0627\u0626\u0631\u064a\u0629 \u0627\u0644\u062d\u062f\u064a\u062b\u0629”. \u0645\u062c\u0644\u0629 \u0627\u0644\u0645\u062c\u062a\u0645\u0639 \u0648\u0627\u0644\u0631\u064a\u0627\u0636\u0629\u060c 38-43.
\u0627\u0644\u062d\u0627\u0648\u0631\u064a\u060c \u0639\u0628\u062f \u0627\u0644\u0644\u0647 \u0623\u062d\u0645\u062f \u0623\u062d\u0645\u062f\u060c \u0648\u0627\u0644\u062c\u0645\u0627\u0644\u064a\u060c \u0639\u0628\u062f \u0627\u0644\u0644\u0647 \u0623\u062d\u0645\u062f \u0623\u062d\u0645\u062f. (2021). “\u062f\u0648\u0631 \u0627\u0644\u0630\u0643\u0627\u0621 \u0627\u0644\u0627\u0635\u0637\u0646\u0627\u0639\u064a \u0641\u064a \u0627\u0644\u062a\u0645\u0643\u064a\u0646 \u0627\u0644\u062f\u0631\u0627\u0633\u064a \u0644\u0637\u0644\u0628\u0629 \u0627\u0644\u0645\u0631\u062d\u0644\u0629 \u0627\u0644\u0623\u0633\u0627\u0633\u064a\u0629 \u0628\u0627\u0644\u062c\u0645\u0647\u0648\u0631\u064a\u0629 \u0627\u0644\u064a\u0645\u0646\u064a\u0629: \u062f\u0631\u0627\u0633\u0629 \u0627\u0633\u062a\u0637\u0644\u0627\u0639\u064a\u0629 \u0644\u0622\u0631\u0627\u0621 \u062e\u0628\u0631\u0627\u0621 \u0628\u062c\u0627\u0645\u0639\u0629 \u0635\u0646\u0639\u0627\u0621”. \u0645\u062c\u0644\u0629 \u0627\u0644\u062f\u0631\u0627\u0633\u0627\u062a \u0627\u0644\u0627\u062c\u062a\u0645\u0627\u0639\u064a\u0629\u060c 27(4)\u060c 129-146.
\u0627\u0644\u062e\u0636\u0631\u060c \u0645. \u0632.\u060c \u0646\u0635\u0627\u0631\u060c \u0633. \u0645.\u060c & \u0627\u0644\u0634\u064a\u062e\u060c \u0647. \u0645. (2021). \u0627\u0644\u0630\u0643\u0627\u0621 \u0627\u0644\u0627\u0635\u0637\u0646\u0627\u0639\u064a \u0641\u064a \u0627\u0644\u062a\u0639\u0644\u064a\u0645: \u0627\u0644\u0623\u0633\u0633 \u0648\u0627\u0644\u062a\u0637\u0628\u064a\u0642\u0627\u062a. \u062f\u0627\u0631 \u0627\u0644\u0641\u0643\u0631 \u0627\u0644\u0639\u0631\u0628\u064a.
\u0633\u0627\u0644\u0645\u060c \u0623. \u0645.\u060c \u0645\u062d\u0645\u062f\u060c \u0648. \u064a.\u060c & \u0627\u0644\u0634\u064a\u062a\u064a\u060c \u0625. \u0645. (2021). \u0627\u0644\u0630\u0643\u0627\u0621 \u0627\u0644\u0627\u0635\u0637\u0646\u0627\u0639\u064a \u0641\u064a \u0627\u0644\u062a\u0639\u0644\u064a\u0645 \u0627\u0644\u0639\u0627\u0644\u064a: \u0627\u0644\u0646\u0645\u0627\u0630\u062c \u0648\u0627\u0644\u0627\u0633\u062a\u0631\u0627\u062a\u064a\u062c\u064a\u0627\u062a. \u0639\u0627\u0644\u0645 \u0627\u0644\u0643\u062a\u0628\u060c \u0627\u0644\u0642\u0627\u0647\u0631\u0629.
\u0627\u0644\u0635\u0627\u0644\u062d\u060c \u0628. \u0639. (2019). \u0645\u0633\u062a\u0642\u0628\u0644 \u0627\u0644\u062a\u0639\u0644\u064a\u0645 \u0641\u064a \u0638\u0644 \u0627\u0644\u062b\u0648\u0631\u0629 \u0627\u0644\u0635\u0646\u0627\u0639\u064a\u0629 \u0627\u0644\u0631\u0627\u0628\u0639\u0629: \u0627\u0644\u0630\u0643\u0627\u0621 \u0627\u0644\u0627\u0635\u0637\u0646\u0627\u0639\u064a \u0646\u0645\u0648\u0630\u062c\u0627\u064b. \u0645\u0631\u0643\u0632 \u0627\u0644\u0628\u062d\u0648\u062b \u0648\u0627\u0644\u062f\u0631\u0627\u0633\u0627\u062a\u060c \u0648\u0632\u0627\u0631\u0629 \u0627\u0644\u062a\u0639\u0644\u064a\u0645\u060c \u0627\u0644\u0631\u064a\u0627\u0636.
\u0635\u064a\u0645\u0648\u062f\u060c \u0644\u064a\u0646\u062f\u0629\u060c \u0648\u062f\u0647\u0627\u0645\u064a\u060c \u0633\u0647\u064a\u0644\u0629. (2021). “\u0627\u0644\u0630\u0643\u0627\u0621 \u0627\u0644\u0627\u0635\u0637\u0646\u0627\u0639\u064a \u062a\u0642\u0646\u064a\u0629 \u0631\u0642\u0645\u064a\u0629 \u062a\u0642\u0648\u062f \u0627\u0644\u0649 \u0627\u0628\u062a\u0643\u0627\u0631 \u062a\u062c\u0631\u0628\u0629 \u062a\u0639\u0644\u064a\u0645\u064a\u0629 \u0646\u0627\u0634\u0626\u0629 \u0641\u064a \u0627\u0644\u062c\u0632\u0627\u0626\u0631 -\u0634\u0631\u0643\u0629 \u0625\u0646\u0643\u064a\u062f\u064a\u0627 \u0623\u0646\u0645\u0648\u0630\u062c\u0627-“. \u0645\u062c\u0644\u0629 \u0631\u0642\u0645\u0646\u0629 \u0644\u0644\u062f\u0631\u0627\u0633\u0627\u062a \u0627\u0644\u0625\u0639\u0644\u0627\u0645\u064a\u0629 \u0648\u0627\u0644\u0627\u062a\u0635\u0627\u0644\u064a\u0629\u060c 87-97.
\u0627\u0644\u0637\u0644\u0648\u062d\u064a\u060c \u0631\u0639\u062f \u062c\u0645\u0627\u0644. (2023). \u0623\u062b\u0631 \u0645\u0646\u0635\u0627\u062a \u0627\u0644\u0630\u0643\u0627\u0621 \u0627\u0644\u0627\u0635\u0637\u0646\u0627\u0639\u064a \u0639\u0644\u0649 \u0628\u064a\u0626\u0629 \u0627\u0644\u062a\u0639\u0644\u0645 \u0627\u0644\u0625\u0644\u0643\u062a\u0631\u0648\u0646\u064a\u0629 \u0641\u064a \u062a\u062f\u0631\u064a\u0633 \u0627\u0644\u0644\u063a\u0629 \u0627\u0644\u0639\u0631\u0628\u064a\u0629 \u0644\u062f\u0649 \u0637\u0644\u0628\u0629 \u0627\u0644\u0645\u0631\u062d\u0644\u0629 \u0627\u0644\u0627\u0628\u062a\u062f\u0627\u0626\u064a\u0629. \u0645\u062c\u0644\u0629 \u0627\u0644\u0645\u0646\u0627\u0647\u062c \u0648\u0637\u0631\u0642 \u0627\u0644\u062a\u062f\u0631\u064a\u0633.
\u0639\u062b\u0645\u0627\u0646\u060c \u0645. \u0634.\u060c \u062e\u0645\u064a\u0633\u060c \u0645. \u0639.\u060c & \u0639\u0632\u0645\u064a\u060c \u0646. \u062c. (2020). \u062a\u0642\u0646\u064a\u0627\u062a \u0627\u0644\u0630\u0643\u0627\u0621 \u0627\u0644\u0627\u0635\u0637\u0646\u0627\u0639\u064a \u0641\u064a \u062e\u062f\u0645\u0629 \u0627\u0644\u062a\u0639\u0644\u064a\u0645 \u0648\u0627\u0644\u062a\u0639\u0644\u0645. \u062f\u0627\u0631 \u0627\u0644\u0633\u062d\u0627\u0628 \u0644\u0644\u0646\u0634\u0631 \u0648\u0627\u0644\u062a\u0648\u0632\u064a\u0639\u060c \u0627\u0644\u0642\u0627\u0647\u0631\u0629.
\u0627\u0644\u063a\u0627\u0645\u062f\u064a\u060c \u0625\u064a\u0645\u0627\u0646 \u0639\u0628\u062f \u0627\u0644\u0644\u0647\u060c \u0627\u0644\u063a\u0627\u0645\u062f\u064a\u060c \u0633\u0627\u0631\u0629 \u062d\u0633\u0646\u060c \u0648\u0627\u0644\u0641\u0631\u0627\u0646\u064a\u060c \u0644\u0637\u064a\u0641\u0629 \u0623\u062d\u0645\u062f. (2023). “\u0623\u062b\u0631 \u0627\u0633\u062a\u062e\u062f\u0627\u0645 \u062a\u0637\u0628\u064a\u0642\u0627\u062a \u0627\u0644\u0630\u0643\u0627\u0621 \u0627\u0644\u0627\u0635\u0637\u0646\u0627\u0639\u064a \u0641\u064a \u062a\u062d\u0633\u064a\u0646 \u0627\u0644\u0627\u0646\u062a\u0628\u0627\u0647 \u0627\u0644\u0627\u0646\u062a\u0642\u0627\u0626\u064a \u0644\u062f\u0649 \u0637\u0627\u0644\u0628\u0627\u062a \u0635\u0639\u0648\u0628\u0627\u062a \u0627\u0644\u062a\u0639\u0644\u0645 \u0641\u064a \u0627\u0644\u0645\u0631\u062d\u0644\u0629 \u0627\u0644\u0627\u0628\u062a\u062f\u0627\u0626\u064a\u0629”. \u0645\u062c\u0644\u0629 \u0627\u0644\u0639\u0644\u0648\u0645 \u0627\u0644\u062a\u0631\u0628\u0648\u064a\u0629. \u0627\u0644\u0643\u0639\u0628\u064a\u060c \u0639. \u0633. (2020). “\u0627\u0633\u062a\u062e\u062f\u0627\u0645 \u0627\u0644\u0630\u0643\u0627\u0621 \u0627\u0644\u0627\u0635\u0637\u0646\u0627\u0639\u064a \u0641\u064a \u062a\u0642\u064a\u064a\u0645 \u0623\u062f\u0627\u0621 \u0627\u0644\u0637\u0644\u0628\u0629: \u062a\u062c\u0627\u0631\u0628 \u0639\u0627\u0644\u0645\u064a\u0629”. \u0645\u062c\u0644\u0629 \u0627\u062a\u062d\u0627\u062f \u0627\u0644\u062c\u0627\u0645\u0639\u0627\u062a \u0627\u0644\u0639\u0631\u0628\u064a\u0629 \u0644\u0644\u062a\u0631\u0628\u064a\u0629 \u0648\u0639\u0644\u0645 \u0627\u0644\u0646\u0641\u0633\u060c \u0627\u0644\u0645\u062c\u0644\u062f: 18\u060c \u0627\u0644\u0639\u062f\u062f: 2.
\u0627\u0644\u0645\u0628\u0627\u0631\u0643\u060c \u0631. \u0639. (2019). “\u0627\u0644\u0630\u0643\u0627\u0621 \u0627\u0644\u0627\u0635\u0637\u0646\u0627\u0639\u064a \u0648\u0645\u0633\u062a\u0642\u0628\u0644 \u0627\u0644\u062a\u0639\u0644\u064a\u0645: \u0627\u0644\u0641\u0631\u0635 \u0648\u0627\u0644\u062a\u062d\u062f\u064a\u0627\u062a”. \u0645\u062c\u0644\u0629 \u0643\u0644\u064a\u0629 \u0627\u0644\u062a\u0631\u0628\u064a\u0629\u060c \u062c\u0627\u0645\u0639\u0629 \u0627\u0644\u0645\u0644\u0643 \u0633\u0639\u0648\u062f\u060c \u0627\u0644\u0645\u062c\u0644\u062f: 31\u060c \u0627\u0644\u0639\u062f\u062f: 4<\/p><\/div><\/div>\n\n\n\n

Suttrisno, S., & Yulia, N. M. (2024). Artificial Intelligence In Science Learning In Primary Schools. International Journal Of Humanities Education and Social Sciences (IJHES), 3<\/em>, 45-56.
Xiao, C. (2023). Research Status and Prospect of Artificial Intelligence Education in Primary and Secondary School. Journal of Educational Technology Development and Exchange, 16<\/em>(1), 23-35.
 Yuan, Y. (2023). An empirical study of the efficacy of AI chatbots for English as a foreign language learning in primary education. Interactive Learning Environments, 31<\/em>(6), 1016-1032.<\/p><\/div><\/div>\n\n\n\n

\"\"<\/figure>\n\n\n\n

Copyright for all articles published in ATRAS <\/strong>belongs to the author. The authors also grant permission to the publisher to publish, reproduce, distribute, and transmit the articles. ATRAS <\/strong>publishes accepted papers under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License. Authors submitting papers for publication in ATRAS <\/strong>agree to apply the CC BY-NC 4.0 license to their work. For non-commercial purposes, anyone may copy, redistribute material, remix, transform, and construct material in any media or format, provided that the terms of the license are observed and the original source is properly cited.<\/p><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"

Artificial intelligence, elementary education, automated marking, pedagogical assistant, performance evaluation<\/p>\n","protected":false},"author":2,"featured_media":2246,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[408],"tags":[419,582,581,583,584],"class_list":["post-2464","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-vol-05-n03-2024","tag-artificial-intelligence","tag-automated-marking","tag-elementary-education","tag-pedagogical-assistant","tag-performance-evaluation"],"gutentor_comment":0,"yoast_head":"\nArticle 50 Issue 03 Vol 5 September 2024 - ATRAS journal<\/title>\n<meta name=\"description\" content=\"Artificial intelligence, elementary education, automated marking, pedagogical assistant, performance evaluation The study aims to explore the use of Artificial intelligence as a helper for primary school teachers in grading and marking their students' works. An experimental approach was employed to validate such claims. The research was conducted with a sample of thirteen third-year elementary students of Saidi Primary School, Oum El Bouaghi province. Through the use of powerful AI-driven tools such as Claude Opus for grading and marking exam papers, and ChatGPT Omni for evaluating and analyzing data. The results showed that substantive questions can be evaluated and marked with 100% accuracy when the correct method is used. Artificial intelligence also demonstrated the ability to provide detailed analyses of students\u2019 performance. Despite its success in the tasks mentioned, some technical difficulties were encountered when recognizing PDF and Word format files. To conclude, this research has proven that Artificial Intelligence is an effective tool in alleviating the pedagogical challenges faced by teachers. However, the use of such tools requires further research and updating. Therefore, we must take into consideration the technical limitations of the software used.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/atras-univ-saida.dz\/en\/?p=2464\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Artificial Intelligence as a Pedagogical Assistant for Teachers: Toward a Smarter Elementary Education\" \/>\n<meta property=\"og:description\" content=\"The study aims to explore the use of Artificial intelligence as a helper for primary school teachers in grading and marking their students' works. An experimental approach was employed to validate such claims. The research was conducted with a sample of thirteen third-year elementary students of Saidi Primary School, Oum El Bouaghi province. Through the use of powerful AI-driven tools such as Claude Opus for grading and marking exam papers, and ChatGPT Omni for evaluating and analyzing data. The results showed that substantive questions can be evaluated and marked with 100% accuracy when the correct method is used. Artificial intelligence also demonstrated the ability to provide detailed analyses of students\u2019 performance. Despite its success in the tasks mentioned, some technical difficulties were encountered when recognizing PDF and Word format files. To conclude, this research has proven that Artificial Intelligence is an effective tool in alleviating the pedagogical challenges faced by teachers. However, the use of such tools requires further research and updating. 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An experimental approach was employed to validate such claims. The research was conducted with a sample of thirteen third-year elementary students of Saidi Primary School, Oum El Bouaghi province. Through the use of powerful AI-driven tools such as Claude Opus for grading and marking exam papers, and ChatGPT Omni for evaluating and analyzing data. The results showed that substantive questions can be evaluated and marked with 100% accuracy when the correct method is used. Artificial intelligence also demonstrated the ability to provide detailed analyses of students\u2019 performance. Despite its success in the tasks mentioned, some technical difficulties were encountered when recognizing PDF and Word format files. To conclude, this research has proven that Artificial Intelligence is an effective tool in alleviating the pedagogical challenges faced by teachers. However, the use of such tools requires further research and updating. Therefore, we must take into consideration the technical limitations of the software used.\" \/>\n<meta name=\"twitter:image\" content=\"https:\/\/atras-univ-saida.dz\/en\/wp-content\/uploads\/2024\/09\/vol-05-n03-2024.png\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data1\" content=\"atras\" \/>\n\t<meta name=\"twitter:label2\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data2\" content=\"5 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\/\/atras-univ-saida.dz\/en\/?p=2464#article\",\"isPartOf\":{\"@id\":\"https:\/\/atras-univ-saida.dz\/en\/?p=2464\"},\"author\":{\"name\":\"atras\",\"@id\":\"https:\/\/atras-univ-saida.dz\/en\/#\/schema\/person\/ad5e6fcff0b37638480b00e92868cd64\"},\"headline\":\"Article 50 Issue 03 Vol 5 September 2024\",\"datePublished\":\"2024-09-30T09:00:00+00:00\",\"dateModified\":\"2025-01-30T19:11:52+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\/\/atras-univ-saida.dz\/en\/?p=2464\"},\"wordCount\":439,\"publisher\":{\"@id\":\"https:\/\/atras-univ-saida.dz\/en\/#organization\"},\"image\":{\"@id\":\"https:\/\/atras-univ-saida.dz\/en\/?p=2464#primaryimage\"},\"thumbnailUrl\":\"https:\/\/atras-univ-saida.dz\/en\/wp-content\/uploads\/2024\/09\/vol-05-n03-2024.png\",\"keywords\":[\"Artificial Intelligence\",\"automated marking\",\"elementary education\",\"pedagogical assistant\",\"performance evaluation\"],\"articleSection\":[\"Vol 05 N03 2024\"],\"inLanguage\":\"en-US\"},{\"@type\":\"WebPage\",\"@id\":\"https:\/\/atras-univ-saida.dz\/en\/?p=2464\",\"url\":\"https:\/\/atras-univ-saida.dz\/en\/?p=2464\",\"name\":\"Article 50 Issue 03 Vol 5 September 2024 - ATRAS journal\",\"isPartOf\":{\"@id\":\"https:\/\/atras-univ-saida.dz\/en\/#website\"},\"primaryImageOfPage\":{\"@id\":\"https:\/\/atras-univ-saida.dz\/en\/?p=2464#primaryimage\"},\"image\":{\"@id\":\"https:\/\/atras-univ-saida.dz\/en\/?p=2464#primaryimage\"},\"thumbnailUrl\":\"https:\/\/atras-univ-saida.dz\/en\/wp-content\/uploads\/2024\/09\/vol-05-n03-2024.png\",\"datePublished\":\"2024-09-30T09:00:00+00:00\",\"dateModified\":\"2025-01-30T19:11:52+00:00\",\"description\":\"Artificial intelligence, elementary education, automated marking, pedagogical assistant, performance evaluation The study aims to explore the use of Artificial intelligence as a helper for primary school teachers in grading and marking their students' works. An experimental approach was employed to validate such claims. The research was conducted with a sample of thirteen third-year elementary students of Saidi Primary School, Oum El Bouaghi province. Through the use of powerful AI-driven tools such as Claude Opus for grading and marking exam papers, and ChatGPT Omni for evaluating and analyzing data. The results showed that substantive questions can be evaluated and marked with 100% accuracy when the correct method is used. Artificial intelligence also demonstrated the ability to provide detailed analyses of students\u2019 performance. Despite its success in the tasks mentioned, some technical difficulties were encountered when recognizing PDF and Word format files. To conclude, this research has proven that Artificial Intelligence is an effective tool in alleviating the pedagogical challenges faced by teachers. However, the use of such tools requires further research and updating. 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