Implementation of automated classroom assessment in higher education using the technology acceptance model

The current educational landscape is flooded with new technological tools, especially with the arrival of artificial intelligence, which is applicable at all levels of instructional practices. However, the application of technology in assessment in higher education has been understudied. This study focused on filling this research gap by examining the mediation effect of perceived usefulness and subjective norms on the linkage between ease of use and automated classroom assessment from a multi-dimensional perspective. Cross-sectional survey data were collected from 5401 academic staff who responded to both physical and electronic copies of the instrument. The study instrument psychometric properties were established using exploratory and confirmatory factor analysis and covariance structural equation model was used to test the hypothesis. The findings of the study revealed that ease of use, perceived usefulness, and subjective norms have a significant direct effect on the use of automated classroom assessment. The mediation of perceived usefulness and subjective norms in the linkage between ease of use and automated assessment was significant. The implications of the findings were discussed in the study.