Evaluating teachers’ perspectives on education-based assessments strategies with artificial intelligence

Abstract

This paper explores the possible effects of artificial intelligence (AI) on educational assessments with a focus on implementation challenges, assessment accuracy and institutional preparedness. Online questionnaires that included quantitative and qualitative methods were used to collect data from 68 postgraduate students and teachers at a Malaysian university utilising a sequential case study methodology. We used a self-designed tool comprising a validated questionnaire with Cronbach's alpha (0.76).  The results draw attention to ethical questions, assessment accuracy problems, and a notable information gap regarding the use of artificial intelligence in education. Teachers had neutral to somewhat positive opinions on how artificial intelligence affects assignment accuracy though they voiced worries about its limitations.  Although the integration of artificial intelligence shows potential, teachers underlined the necessity of further training and more solid institutional support.  Though issues including ethical considerations and instructor preparedness still exist, artificial intelligence has the potential to improve assessment accuracy and efficiency.  Good integration calls for a mixed strategy combining human supervision with AI's advantages.  This paper emphasizes the need for institutional policies and professional growth to help artificial intelligence adoption in the sector.  Maximizing the advantages of artificial intelligence and reducing its negative effects depend on addressing the worries of teachers.