WIP: SABERR, A Structured Error-Based Assessment in AI Education

This innovative practice WIP paper presents SABERR, a novel formative assessment designed to leverage errors as a learning resource in an artificial intelligence (AI) course. Previous research suggests that utilizing mistakes as learning tools enhances students' problem-solving abilities, metacognitive skills, and deepens their conceptual understanding across STEM fields. The intended outcomes of SABERR are supporting and enhancing students' learning by using their mistakes as resources to improve their awareness about their own knowledge and problem-solving strategies. The application design of the SABERR assessment unfolds in three structured phases which involve a reflective process where students are asked to articulate and explain the reasoning behind their initial errors. Our preliminary findings reveal that students initially struggled with error analysis and articulating knowledge gaps. However, a structured, step-by-step process significantly enhanced their error identification and correction abilities. The SABERR assessment approach significantly shifted student behavior towards prioritizing mastery of material, which was evidenced by increased engagement in class discussions and a reduction in academic dishonesty. Students reported improved ability to detect and correct errors, with 95% acknowledging enhanced understanding of AI concepts. However, this method also increased the workload for instructors and teaching assistants. Overall, 91% of students believed that a productive attitude towards mistakes would benefit their future careers, underscoring the effectiveness of SABERR in fostering a deeper, more analytical learning process among computer science students. The findings from our pilot study emphasize that the SABERR assessment approach not only enhances students' conceptual understanding and problem-solving capabilities but also promotes metacognitive skill development. By framing errors as learning tools, the approach encourages students to become active, reflective participants in their own learning processes. These findings also highlight the need for assessment approaches that enable both instructors and students to reframe errors as learning opportunities, thereby changing their perceptions.