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Title page 1
Contents 7
Foreword 7
Acknowledgment 7
Executive Summary 9
References 11
1. Overview of current AI capabilities 12
Comparative table of current AI capabilities 13
Commentary on current ratings 15
References 17
2. Constructing a framework to measure AI capabilities 18
AI has progressed beyond our understanding of its capabilities 19
Methodology: A novel and unique approach 20
Constructing and developing the indicators 22
Limitations 24
Next steps 24
The role of the AI Capability Indicators 25
References 27
3. OECD AI Capability Indicators 28
Language scale 29
Social interaction scale 31
Problem-solving scale 33
Creativity scale 35
Metacognition and critical thinking scale 37
Knowledge, learning and memory 39
Vision scale 41
Manipulation scale 43
Robotic intelligence scale 45
References 47
4. Policy use cases for the AI Capability Indicators 48
Mapping the indicators to occupational demand for human abilities 49
Transformational change in education 52
Conclusion 53
References 54
Tables 8
Table 1.1. Overview of current AI capability levels 14
Table 3.1. AI language scale 30
Table 3.2. AI social interaction scale 32
Table 3.3. AI problem-solving scale 34
Table 3.4. AI creativity scale 36
Table 3.5. AI metacognition and critical thinking scale 38
Table 3.6. AI knowledge, learning and memory scale 40
Table 3.7. AI vision scale 42
Table 3.8. AI manipulation scale 44
Table 3.9. AI robotic intelligence scale 46
Figures 8
Figure 2.1. The development of the OECD AI Capability Indicators 21
Figure 2.2. OECD AI Capability Indicators 21
Figure 2.3. Overview of the five levels of AI 23
Figure 4.1. Mapping the AI Capability Indicators of language, problem solving and social interaction to the capability requirements of teachers' tasks 50
Figure 4.2. A framework for analysing implications of increasing AI capabilities in education 52
Boxes 8
Box 4.1. Vignette of AI at mid-level of the Problem-solving scale supporting pandemic response 51
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