Teachers' Perceptions of Students' Use of Genai In Assessments

The emergence of Generative AI (GenAI) in education has led to growing concerns about its use by students to complete assessment tasks. Distinguishing between content that has been genuinely produced by students and content that has been generated by GenAI poses new challenges to teachers. This study explores K-12 teachers’ perceptions of students’ use of GenAI in assessments. It uses text mining techniques and AI-driven topic modelling to analyse posts from 191 teachers in a discussion forum created as part of an online course. The results show that while teachers generally support students’ use of GenAI in assessments, most advocate for its use under specific conditions. Regardless of their initial position, teachers consistently emphasise the need for professional training and support. Several key measures emerge across different positions, such as encourage critical thinking and authentic work, implement monitoring and supervision, establish guidelines and policies, educate on ethics and responsibility, raise AI understanding and awareness and innovate assessment methods. As teachers move from a neutral position to a more proactive engagement with AI, four additional strategies become evident: promote student ownership and collaboration, ensure access to equality and transparency, protect data and privacy, and prioritise the humanistic aspect. In summary, this study provides practical insights into the integration of GenAI in K-12 education and offers guidance for transforming assessment practices.