Summative assessment with artificial intelligence: Qualitative analysis and comparison of technology acceptance in student and teacher populations

• Autores: Sofie van den Berg, Pantelis M. Papadopoulos
• Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 62, Nº 5, 2025, págs. 1529-1544
• Idioma: inglés
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• Resumen

  • This qualitative study explores the levels of technology acceptance of students and teachers in higher education regarding the use of artificial intelligence (AI) in summative assessment. Twelve students and eight teachers of a university expressed their views on a series of hypothetical scenarios. Stimulated recall interviews, using hypothetical scenarios, were conducted with 12 of them, applying convenience sampling. Student and teacher views were aligned regarding technology’s potential for efficiency and personalised feedback, while both groups underlined the need for explainability and trust, noting also that a teacher knows more about a student’s learning trajectory than a submitted assignment could depict. Both groups also expressed concerns that reach beyond technology performance. For students, introducing AI for summative assessment could break the student-teacher connection, while for teachers such a step could take away opportunities for professional development, as grading is considered an essential skill for them.