From Chalkboards to Algorithms: Exploring Teachers' Atti-tudes Towards AI-Based Test Construction for Measuring Learning Outcomes

Main Article Content

Hessah M AL Melweth, Nilly Hussien Elamrousy

Abstract

This study explores primary school teachers' attitudes towards AI-based test construction in Saudi Arabia. Through qualitative analysis of interviews with 16 teachers, the research reveals a complex landscape of perceptions, opportunities, and challenges. Teachers generally express openness to AI innovation, recognizing its potential to enhance assessment accuracy, objectivity, and personalization. However, this enthusiasm is tempered by technological apprehension and concerns about complexity. The study identifies significant barriers to adoption, including resource limitations, privacy and ethical concerns, and resistance to change. Key facilitators for successful implementation include strong administrative support, collaborative learning opportunities, and positive experiences from pilot programs. The findings highlight the need for targeted investments in infrastructure, clear ethical guidelines, user-friendly AI tools, and comprehensive professional development. The research underscores the importance of creating supportive ecosystems that encourage innovation while addressing teachers' concerns. As AI continues to evolve, this study provides valuable insights for policymakers, educators, and researchers working towards effective integration of AI in educational assessment. The findings suggest that while challenges exist, AI offers.

Article Details

Section
Articles