Repenser la correction avec l’intelligence artificielle : enjeux éthiques et pédagogiques
Auteures: Martine Peters, Mélissande Trottin, Dolorès Grossemy
Références
Diapositive 3: Introduction: utilisation de l’IA
Ng, D. T. K., Leung, J. K. L., Su, M. J., Yim, I. H. Y., Qiao, M. S. et Chu, S. K. W. (2022). AI literacy in K-16 classrooms. Springer Nature. https://doi.org/https://doi.org/10.1007/978-3-031-18880-0
King, A. E. (2025). Artificial intelligence, pedagogy and academic integrity. Springer. https://doi.org/10.1007/978-3-031-92534-4
Gligorea, I., Cioca, M., Oancea, R., Gorski, A., Gorski, H. et Tudorache, P. (2023). Adaptive Learning Using Artificial Intelligence in e-Learning: A Literature Review. Education Sciences. https://doi.org/10.3390/educsci13121216
Mulyani, H., Istiaq, M. A., Shauki, E. R., Kurniati, F. et Arlinda, H. (2025). Transforming education: exploring the influence of generative AI on teaching performance. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2024.2448066
Diapositive 4: IA et manque d’intégrité
Dakakni, D. et Safa, N. (2023). Artificial intelligence in the L2 classroom: Implications and challenges on ethics and equity in higher education: A 21st century Pandora’s box. Computers and Education: Artificial Intelligence, 5. https://doi.org/10.1016/j.caeai.2023.100179
Grassini, S. (2023). Shaping the Future of Education: Exploring the Potential and Consequences of AI and ChatGPT in Educational Settings. Education Sciences, 13(7), 692. https://doi.org/10.3390/educsci13070692
Leaton Gray, S., Edsall, D. et Parapadakis, D. (2025). AI-Based Digital Cheating At University, and the Case for New Ethical Pedagogies. Journal of Academic Ethics, 1-18. https://doi.org/10.1007/s10805-025-09642-y
Shi, L., Ding, A.-C. et Choi, I. (2024). Investigating Teachers’ Use of an AI-Enabled System and Their Perceptions of AI Integration in Science Classrooms: A Case Study. Education Sciences, 14(11), 1187. https://doi.org/10.3390/educsci14111187
Diapositive 5: Comment les enseignants se servent de l’IA
Celik, I., Dindar, M., Muukkonen, H. et Järvelä, S. (2022). The Promises and Challenges of Artificial Intelligence for Teachers: a Systematic Review of Research. TechTrends : Linking Research and Practice to Improve Learning A publication of the Association for Educational Communications & Technology, 66(4), 616-630. https://doi.org/10.1007/s11528-022-00715-y
Chan, C. K. Y. et Tsi, L. H. Y. (2024). Will generative AI replace teachers in higher education? A study of teacher and student perceptions. Studies in Educational Evaluation, 83. https://doi.org/10.1016/j.stueduc.2024.101395
Kooli, C. et Yusuf, N. (2024). Transforming Educational Assessment: Insights Into the Use of ChatGPT and Large Language Models in Grading. International Journal of Human–Computer Interaction, 0(0), 1-12. https://doi.org/10.1080/10447318.2024.2338330
Diapositive 7 : Cadre théorique : correction des travaux
Stern, L. A. et Solomon, A. (2006). Effective faculty feedback: The road less traveled. Assessing Writing, 11(1), 22-41. https://doi.org/10.1016/j.asw.2005.12.001
Segueda, S. (2023). Évaluation des apprentissages en contexte universitaire: Quand les étudiants finissent par adopter la posture du «cabri mort» face à la quantité de travaux évalués. e-JIREF, 9(2), 27-46.
Diapositive 8 : La correction sert à …
Moysan, A. (2025). La correction des copies d’élèves, un geste didactique utopique ? Le Français aujourd’hui, 229(2), 67-78. https://doi.org/10.3917/lfa.229.0067
Percell, J. C. (2017). Lessons from Alternative Grading: Essential Qualities of Teacher Feedback. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 90(4), 111-115. https://doi.org/10.1080/00098655.2017.1304067
Cain, J., Medina, M., Romanelli, F. et Persky, A. (2022, Oct). Deficiencies of Traditional Grading Systems and Recommendations for the Future. Am J Pharm Educ, 86(7), 8850. https://doi.org/10.5688/ajpe8850
Diapositive 9
Daly, P. et Deglaire, E. (2025). AI-enabled correction: A professor’s journey. Innovations in Education and Teaching International, 62(4), 1241-1257. https://doi.org/10.1080/14703297.2024.2390486
Diapositive 10 : Dangers de la correction avec l’IA
Wu, X., Duan, R. et Ni, J. (2024). Unveiling security, privacy, and ethical concerns of ChatGPT. Journal of Information and Intelligence, 2(2), 102-115. https://doi.org/10.1016/j.jiixd.2023.10.007
Rembert, M. l., Couture, H., Gosselin, S., Pelletier, G., Québec . Commission de l’éthique en science et en, t. et Québec . Conseil supérieur de, l. e. d. (2024). Intelligence artificielle générative en enseignement supérieur : enjeux pédagogiques et éthiques. Conseil supérieur de l’éducation : Commission de l’éthique en science et en technologie. https://www.cse.gouv.qc.ca/wp-content/uploads/2024/04/50-0566-SO-IA-generative-enseignement-superieur-enjeux-ethiques.pdf
Daly, P. et Deglaire, E. (2025). AI-enabled correction: A professor’s journey. Innovations in Education and Teaching International, 62(4), 1241-1257. https://doi.org/10.1080/14703297.2024.2390486
Diapositive 11:
Dimari, A., Tyagi, N., Davanageri, M., Kukreti, R., Yadav, R., Dimari, H., International Conference on Knowledge, E. et Communication, S. (2024). AI-Based Automated Grading Systems for open book examination system: Implications for Assessment in Higher Education. Dans 2024 International Conference on Knowledge Engineering and Communication Systems (ICKECS) (p. 1-7). https://doi.org/10.1109/ICKECS61492.2024.10616490
Xu, X., Sun, F. et Hu, W. (2025). Integrating human expertise with GenAI: Insights into a collaborative feedback approach in translation education. System, 129. https://doi.org/10.1016/j.system.2025.103600
Bulut, O., Beiting-Parrish, M., Casabianca, J. M., Slater, S. C., Jiao, H., Song, D., Ormerod, C. M., Fabiyi, D. G., Ivan, R., Walsh, C., Rios, O., Wilson, J., Yildirim-Erbasli, S. N., Wongvorachan, T., Liu, J. X., Tan, B. et Morilova, P. (2024). The Rise of Artificial Intelligence in Educational Measurement: Opportunities and Ethical Challenges. http://arxiv.org/abs/2406.18900