AI in Preservice Teacher Preparation: How Can Artificial Intelligence Support Differentiated Literacy Instruction?

• In Event: Roundtable Session II
  In Roundtable Session: AI and Technologies in Teacher Education

Abstract

This study examines how preservice teachers (PSTs) apply knowledge of differentiated literacy instruction to evaluate AI-generated formative assessments. Conducted in a differentiated literacy instruction course, the research involved PSTs prompting ChatGPT to create assessments for students at varying comprehension levels. Data, including participants’ evaluations, modifications, and reflections on AI-generated assessments, were analyzed using qualitative coding methods. Findings indicate a preference for process differentiation and for composition-based assessments over performance-based alternatives, reinforcing traditional literacy assessment formats.

Authors

• Leigh Hibbard, University of Delaware

• Molly Li, University of Delaware

• Rachel Karchmer-Klein, University of Delaware