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Cipriano, G., Machado Alexandre, I. & Martins, SC (2024).  "I used to know but I’m not sure now – what was I made for?" Teachers’ concerns about the use of Artificial Intelligence in classroom assessment. Association for Educational Assessment - Europe, 25th annual conference | Advances in Educational Assessment Practices: Considering the use of Technology, Artificial Intelligence, and Process Data for Assessment in the 21st Century.

G. D. Cipriano et al.,  " "I used to know but I’m not sure now – what was I made for?" Teachers’ concerns about the use of Artificial Intelligence in classroom assessment.", in Association for Educational Assessment - Europe, 25th annual conference | Advances in Educational Assessment Practices: Considering the use of Technology, Artificial Intelligence, and Process Data for Assessment in the 21st Century, Paphos, 2024

@misc{cipriano2024_1732200704178,
	author = "Cipriano, G. and Machado Alexandre, I. and Martins, SC",
	title = " "I used to know but I’m not sure now – what was I made for?" Teachers’ concerns about the use of Artificial Intelligence in classroom assessment.",
	year = "2024",
	url = "https://2024.aea-europe.net"
}

TY  - CPAPER
TI  -  "I used to know but I’m not sure now – what was I made for?" Teachers’ concerns about the use of Artificial Intelligence in classroom assessment.
T2  - Association for Educational Assessment - Europe, 25th annual conference | Advances in Educational Assessment Practices: Considering the use of Technology, Artificial Intelligence, and Process Data for Assessment in the 21st Century
AU  - Cipriano, G.
AU  - Machado Alexandre, I.
AU  - Martins, SC
PY  - 2024
CY  - Paphos
UR  - https://2024.aea-europe.net
AB  - In the 20th century, teachers’ functions and schools’ purposes have been the subject of different reflections, perspectives, and tensions among policymakers and academics. In the near future, with the introduction of Artificial Intelligence (AI) in the classroom, the human relationships, pedagogical practices, assessment, and learning processes might be severely wobbled and reconfigured, where individuality will reach levels never seen before. Facing the absence of regulation on the introduction and use of AI in the Portuguese school system, we decided to organise 12 exploratory interviews with teachers, to have a deep comprehensive understanding about the current use of AI in Portuguese classrooms, and the needs and concerns about its use in the future. Results unveiled that AI is not yet used in Portuguese classrooms. Additionally, some teachers revealed that they do not know how to efficiently use AI in the future, personalised to the specificities of their subject areas and adapted to the age/grade level of their students. The results also point out huge uncertainty and concerns about what the role of AI and the teacher will be, and the need to develop further research for the production of a policy brief to support policymakers with the AI regulation process.
ER  -