Instead of discouraging students from using generative ai, Dr. Jennifer Parker has developed a tool to help students critically evaluate what ai generates. Its FLUF test is a scoring system to critically evaluate the accuracy, applicability and usefulness of ai results.
The tool was inspired by digital literacy frameworks such as shit test and the Five key questions for media literacy. It builds on Parker's more than three-decade career in K-12 education and her current role as Faculty Development Coordinator at the University of Florida's Center for Teaching Excellence.
“The FLUF framework can be used to help you create better prompts because it can help you identify who, what, where, when, why, and how, and what goes into a good prompt,” Parker says. It also provides a guide for evaluating the finished product and deciding if you need to adjust your directions further.
Here you will find everything teachers need to know about the FLUF test and using ai with students more effectively.
<h2 id="utilizing-ai-in-the-classroom-3″>Using ai in the classroom
He fluff The test represents format, language, usability and fanfare. Parker, who developed the framework while working with educators at the University of Florida, explains that format refers to the design and length of a product created by ChatGPT or another artificial intelligence tool. Language Measures tone and phrasing. Usability It refers to credibility and coherence. Fanfare it really refers to the audience the result reaches. For example, is it appropriate to the setting, is it entertaining, and does it incorporate anecdotes?
Each of these elements receives a score of plus or minus, and the final total can easily be evaluated critically. The goal is to have zero FLUF and a lint-free end result, Parker says.
He The FLUF test is available for free on the Parker website. and encourages educators to start using it for their own ai experiments and with students. The test works with any product that creates a generative ai tool.
“You can use it on an image, you can use it on text. You can use it to critique a video work,” Parker says. “What you're really looking for is: Is the result the intended purpose? And if not, what do you need to do better with your prompts to talk to those FLUF test items so that you actually get the results you were hoping for?
<h2 id="ai-prompts-and-necessity-3″>Indications and need for ai
Researchers at the University of Florida and Central Michigan University, where Parker works as an adjunct instructor, are conducting research studies on the FLUF test with students. Meanwhile, Parker says using it has taught him how to write better prompts, and he's also developed a prompt-generating template based on the FLUF test.
For example, Parker has found that a common mistake people make when writing prompts is writing prompts that are too short and lack specificity.
“Sometimes people just type a quick message, like they're searching for something on Google,” Parker says. “But with ai, you have to be really descriptive and detailed.”
You should include information about who and what the final product is for, and be specific about the desired tone and format, Parker says.
For Parker, these are the kinds of ai tools that students need to develop and should develop in K-12 and college. For her, the answer to the question of whether students should use ai tools is a resounding “Yes.”
“I think students should always use ai. I think it is a tool that is here, just like the Internet. “I don’t think we should hide from it,” he says. “What I do think we should do is teach them how to use it effectively and carefully, and we also need to get teachers to commit to using it so they can create authentic products.”