Schools Experiment With AI but Struggle to Measure Its Effect on Students

Study the questions and tasks

Work through the material below, or start the interactive practice above to complete an attempt. Try the exercises before opening any answer or transcript sections, then use them to review your work.

Practice level

C1. Try this level if you can follow the instructions and understand most of the language; choose an earlier level if you need more support.

Question formats

Single choice

How to approach this practice

Read the questions, then listen before opening the transcript. Notice names, numbers and any corrections the speaker makes.

1. Question 1 · Single choice

   Choose one answer.

   What may a digital tool do without proving that learning has improved?

   Return to the passage, recording or visual
   1. Eliminate every factor affecting classroom outcomes
   2. Provide practical benefits without proving more effective learning
   3. Guarantee that students retain information over time
   4. Replace the need for agreed evaluation methods
   Check answers and explanations

   Answer

   Provide practical benefits without proving more effective learning

   The narration separates practical benefits from evidence of educational effectiveness.

   A tool might save time, offer rapid assistance, or make a task feel more accessible.

2. Question 2 · Single choice

   Choose one answer.

   What can an initially disappointing result fail to reveal?

   Return to the passage, recording or visual
   1. The full impact of the new approach
   2. The number of teachers using the tool
   3. The cost of introducing artificial intelligence
   4. The accessibility of the classroom assignment
   Check answers and explanations

   Answer

   The full impact of the new approach

   The recording emphasizes that early negative impressions may conceal the approach’s complete effects.

   Conversely, a result that seems disappointing at first may not reveal the full impact of a new approach.

3. Question 3 · Single choice

   Choose one answer.

   What could schools do if they cannot evaluate experimental results confidently?

   Return to the passage, recording or visual
   1. They could immediately standardize every experiment.
   2. They could distinguish successful tools more accurately.
   3. They might confuse genuine benefits with promising appearances.
   4. They might avoid considering teachers’ decisions altogether.
   Check answers and explanations

   Answer

   They might confuse genuine benefits with promising appearances.

   Insufficient evaluation makes it difficult to separate genuinely beneficial experiments from superficially promising ones.

   If they cannot evaluate the results with confidence, they may struggle to distinguish a genuinely beneficial experiment from one that merely appears promising.

4. Question 4 · Single choice

   Choose one answer.

   Which three possible actions does the recording identify for a particular AI use?

   Return to the passage, recording or visual
   1. Funding, outsourcing, or privatization
   2. Expansion, revision, or abandonment
   3. Replacement, testing, or commercialization
   4. Measurement, restriction, or celebration
   Check answers and explanations

   Answer

   Expansion, revision, or abandonment

   The sequence names expansion, revision, or abandonment as possible institutional responses.

   They may also find it harder to decide whether a particular use of the technology should be expanded, revised, or abandoned.

5. Question 5 · Single choice

   Choose one answer.

   What broader tension does the recording say the measurement problem reflects?

   Return to the passage, recording or visual
   1. Technology advancing before institutions establish assessment methods
   2. Teachers rejecting innovation while students demand greater access
   3. Schools competing for funding despite identical educational priorities
   4. Students receiving different assignments because classrooms lack technology
   Check answers and explanations

   Answer

   Technology advancing before institutions establish assessment methods

   The issue reflects innovation moving faster than institutions’ evaluation practices.

   The issue reflects a broader tension surrounding innovation in education.

6. Question 6 · Single choice

   Choose one answer.

   What does the recording identify as equally important to adoption?

   Return to the passage, recording or visual
   1. Teacher training
   2. Student choice
   3. Evaluation
   4. Digital accessibility
   Check answers and explanations

   Answer

   Evaluation

   The conclusion explicitly places evaluation alongside, rather than after, adoption.

   That uncertainty is shared by many schools conducting experiments, making evaluation as important as adoption.

7. Question 7 · Single choice

   Choose one answer.

   According to the conclusion, what must schools determine clearly enough to guide future decisions?

   Return to the passage, recording or visual
   1. Which technology companies will provide future funding
   2. How quickly every classroom can adopt artificial intelligence
   3. What artificial intelligence is actually doing for learners
   4. Why students prefer digital tools to traditional assignments
   Check answers and explanations

   Answer

   What artificial intelligence is actually doing for learners

   The final paragraph focuses on identifying what AI is actually doing for learners.

   It is whether they can determine, with enough clarity to guide future decisions, what the technology is actually doing for learners.

What to review next

Listen again to difficult sections, then open the transcript to check what you heard. Repeat a useful phrase aloud and try the recording once more without the text.

A focused practice result shows how you did on these tasks. Use several activities across skills to decide what to study next; one practice score does not certify an overall CEFR level.

Before you practise: a worked example

Listen for the final information, especially when a speaker corrects or changes an earlier statement.

Example transcript: “Let’s meet at five — actually, half past five would be better.” What is the final suggested time?

The final suggested time is 5:30. Actually signals a correction; the first time is replaced by the later suggestion.

This teaching example is separate from the scored questions. After your test, compare any mistakes with the explanation and revisit the topic before trying again.