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Redefining Student Achievement: Authentic Assessment in the Era of Artificial Intelligence

Henderson Lewis Jr. (Louisiana State University, USA), Shawna Mitchell Johnson (University of Holy Cross, USA), and Evan Phillips (University of Holy Cross, USA)
Copyright: © 2024 |Pages: 36
EISBN13: 9798369389034|DOI: 10.4018/979-8-3693-1001-4.ch002
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Abstract

This chapter explores the impact of artificial intelligence (AI) in classrooms on the development and implementation of authentic assessment practices. The integration of AI technology in classrooms has sparked varied perspectives among educators. As AI technology becomes increasingly integrated into educational settings, educators find themselves at a crossroads, with divergent perspectives on the benefits and challenges it presents. While some educators view AI as a valuable tool that can enhance student learning and provide support to teachers, others express concerns that AI may inadvertently encourage plagiarism among students. Through a qualitative exploration of the viewpoints and experiences of secondary teachers, this study illuminates the complex landscape of AI in education and its impact on authentic assessment practices. Key themes that emerged from the research include the belief among secondary teachers that authentic assessment practices play a crucial role in fostering creativity and meaningful learning experiences for students.
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