Development of an AI Literacy Assessment for Nontechnical Individuals: A Pre- and In-Service Teachers’ Case

• In Event: AERA Roundtable Session Wednesday 12:40 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Artificial Intelligence in Education: Innovations in Assessment, Literacy, and Performance Analysis (Table 5)

Abstract

While AI has infiltrated everyday life, a lack of knowledge of what AI is and how AI works is ubiquitous across all ages and professions. Teaching AI literacy to non-technical individuals has become imperative and requires immediate attention, however, assessing AI literacy has heavily relied on subjective measurements such as qualitative assessment and self-reported surveys which may lead to biased results. This study contributes to the field by developing and validating an assessment created based on a well-established AI literacy framework. A total of 196 responses were collected from pre-and in-service teachers in the United States, and 186 responses were included in the analysis to validate the assessment. The final assessment comprises 25 objective-based items reduced from an originally 32-item assessment.

Authors

• Lu Ding, University of South Alabama

• Sohee Kim, University of South Alabama