Chapter 6: Formative Assessment ● To what extent are the developers and implementers of AIenabled systems and tools tackling new sources of algorithmic bias and continuing to make assessment fairer? ● Are governance policies regarding who owns, controls, and can view or use AI-enabled formative assessment data appropriate and adequate? ● Do we have sufficient guardrails against misuse of formative assessment data or automatically generated interpretations of student achievement and learning, such as on dashboards? ● Is trust in an AI-enabled assessment system, feedback loops, and data generated by such assessments growing or diminishing? 71 | P a g e
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