Teacher´s perceptions and experiences regarding the transformation of educational assessment with generative Artificial Intelligence
DOI:
https://doi.org/10.70939/revistadiged.v2iEspecial.46Keywords:
artificial intelligence, constructivism, educational assessmentAbstract
OBJECTIVE: To understand the perceptions and experiences of university professors regarding the transformation of learning assessment driven by the emergence of Generative Artificial Intelligence. METHOD: An explanatory sequential mixed methods design was used. In the quantitative phase, a survey was conducted to gather perceptions (n=59). In the qualitative phase, semi-structured interviews were conducted with a subsample selected through theoretical sampling with maximum variance criteria (n=10) to explore experiences in depth. An interpretative phenomenological analysis was applied. RESULTS: Most professors have incorporated AI in teaching (80%) and have modified their assessments (71%), although 63% acknowledge difficulties in verifying authenticity. The qualitative analysis revealed that this adoption is experienced with a defensive ethical stance (with strategies such as reduced time and assessment through analysis), a reinvention of assessment methods, and a mix of contradictory emotions (frustration–amazement). Simultaneously, a teaching identity crisis and a training gap are identified, where specific demand (70–75%) exceeds the institutional offer perceived as adequate by 52%. CONCLUSION: Professors’ experiences are associated with a tension between defending ethics and a teaching identity crisis, generating a variety of emotions. They perceive AI’s potential to transform educational assessment but are also aware of associated challenges, such as authenticity. Overcoming these challenges requires specific disciplinary training.
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