The AI Assessment Scale (AIAS) in Australian K-12 Education

Furze, Leon; Roe, Jasper

Abstract

Generative Artificial Intelligence (GenAI) in education has challenged K-12 educators to reconsider previously held notions of how technology can support or detract from learning experiences. While GenAI tools offer the potential to enhance learning experiences and support student creativity, concerns regarding academic integrity, equity, and ethical use have emerged. This article describes how the AI Assessment Scale (AIAS), can be applied to the context of ethical and effective integration of GenAI in K-12 education, aligned with the principles and guiding statements of the Australian Framework for Generative AI in Schools. Drawing upon a pilot study and international examples, this article highlights the potential of AIAS in reducing academic misconduct, improving student performance and engagement, and facilitating the appropriate use of GenAI. These discussions underscore the importance of proactive, collaborative efforts among educators, policymakers, and researchers to confront the GenAI era and ensure that new technologies are harnessed to support student learning and growth in an equitable and responsible manner.

Citation

Furze, L., & Roe, J. (2024). The AI Assessment Scale (AIAS) in Australian K-12 Education. Teachers’ Frontiers, 1(1), 17-24

• Journal Article Type: Article
• Acceptance Date: Oct 1, 2024
• Publication Date: 2024
• Deposit Date: Feb 4, 2025
• Journal: Teachers’ Frontiers
• Peer Reviewed: Peer Reviewed
• Volume: 1
• Issue: 1
• Pages: 17-24
• Keywords: Artificial Intelligence, Generative Artificial Intelligence, Education, K–12, Assessment, AI Assessment Scale
• Public URL: https://durham-repository.worktribe.com/output/3355831