TEACHERS' AWARENESS AND READINESS TO USE AI ASSESSMENT METHODS IN KWARA STATE, NIGERIA

Abstract

Although AI-driven educational assessment has the potential to assess students’ learning automatically and reduce the workload of teachers, there is still a lack of empirical research to holistically examine the field of AI-driven educational assessment, especially in the secondary education context. Hence, this research uses qualitative method to investigate teachers’ awareness and readiness to use AI assessment tools in Kwara State, Nigeria. The results showed that teachers were fully aware of the impact of automated assessment methods, however, they were partially attentive with AI assessment tools. Moreover, most of the teachers were ready to adopt and utilize AI assessment methods in their teaching practices. The findings of this study contribute to the existing literature on AI-driven assessment methods adoption and implementation. Conclusively, the findings of this research will therefore inform educational stakeholders about the status of teachers' awareness and readiness to adopt the AI assessment methods. This study recommended that training and workshops should be organized for teachers to successfully adopt and utilize AI assessment tools in their teaching practices.