Needs Diagnosis for Offline Automation in Assessment Creation for Mozambican Technical Education
Keywords:
Automatic question generation, Assessment automation, Mozambique, Technical-professional education, Low connectivity, Assessment.Abstract
This article reports the results from Phase 1 of a development project focused on Automatic Question Generation (AQG) for technical-professional education in Mozambique. The diagnosis aimed to map the technological infrastructure, assessment practices, and challenges faced by 16 teachers. The results confirm a heavy workload, as 93.75% of teachers consider the time spent on creating and correcting assessments significant. This overload is exacerbated by low adoption of technology for test creation, with 43.8% of respondents reporting never having used software for this purpose. The study validates that the problem is rooted in infrastructure, as 93.8% of teachers operate in environments with intermittent, limited, or no internet access. Furthermore, the Lack of curricular personalization is cited as a major limitation of existing tools. The solution validation reveals that 43,8% of respondents rate an Artificial Intelligence (AI) system that works without internet as Very Important. These findings justify the development of a fully offline automation solution, low in processing cost, and strictly aligned with the national curriculum, proposing a leap from manual elaboration to contextualized and inclusive automation.
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