Assessment Practices of the Selected Senior High School Teachers in the Age of Artificial Intelligence: Reference for Development Plan

Abstract

The rapid emergence of Artificial Intelligence (AI) has significantly transformed educational assessment practices, posing both opportunities and challenges for educators. This qualitative phenomenological study explores the experiences and perceptions of ten senior high school teachers at Tanza National Trade School (TNTS) regarding assessment in the age of AI. Through purposive sampling and thematic analysis of interview data, the study highlights the current assessment methods used, including performance-based and oral assessments, and the growing concerns surrounding academic integrity. Teachers expressed mixed views on AI’s influence—acknowledging its benefits in information access and efficiency, while also warning against its potential to hinder critical thinking and promote dependency. The study identifies pressing challenges such as the difficulty in detecting AI-generated work, the ineffectiveness of traditional assessment tools, and the lack of institutional policies addressing AI misuse. In response, participants proposed development plans centered on designing AI-aware assessments that prioritize creativity, critical thinking, and human-centered skills. The findings underscore the need for proactive, innovative strategies to ensure authentic learning in an increasingly digital academic environment.