Graduation Year

2025

Document Type

Dissertation

Degree

Ph.D.

Degree Name

Doctor of Philosophy (Ph.D.)

Degree Granting Department

Curriculum, Instruction, and Learning

Major Professor

Michael B. Sherry, Ph.D.

Committee Member

Robert Dedrick, Ph.D.

Committee Member

Mandie B. Dunn, Ph.D.

Committee Member

James Hatten, Ph.D.

Keywords

Artificial Intelligence, Formative Assessment, AI Concerns, AI Perceptions, AI Practices

Abstract

The integration of Artificial Intelligence (AI) presents profound challenges andpossibilities for educational assessment, particularly in English Language Arts (ELA), where AI- powered tools can generate the very linguistic products traditionally used as evidence of student learning. While scholarship has primarily explored theoretical frameworks and broad perceptions, a critical gap remains in understanding how secondary ELA teachers navigate and report AI integration within formative assessment workflows. This understanding is essential: formative assessment has been recommended as a strategy to mitigate AI-related challenges by prioritizing learning processes over products. Yet empirical evidence of teachers’ practices remains limited.

This exploratory study surveyed 102 U.S. secondary ELA teachers (Grades 6–12), measuring perceptions (Trust, Usefulness, Ease of Use), concerns (Fairness/Bias, Overreliance, Loss of Control), and AI use in frequency and breadth. Spearman correlations examined quantitative associations; open-ended responses provided qualitative depth.

Findings reveal cautious collaboration driven by utility amid professional skepticism. Perceived Usefulness showed the strongest correlation with frequency of AI use (ρ = .75, p < .001), yet mean Trust scores fell below the neutral midpoint (M = 2.41). Concerns about overreliance and loss of control negatively correlated with AI use, suggesting that caution may serve as a productive constraint.

Usage is moderate but targeted, dominated by generating assessment materials (75.49%). Critically, 48% revise AI-generated feedback before sharing with students, and teachers increasingly design AI-resistant tasks. This positions AI as the co-pilot, enhancing efficiency while teachers retain pedagogical authority.

With 53.9% reporting no formal AI training, findings underscore urgent need for professional development supporting critical AI literacy for equitable, ethical ELA assessment integration.

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