Teachers’ and Students’ Perceptions of AI-Based Educational Assessment: A Phenomenological Approach

This study aims to explore the perceptions of teachers and students in Tulungagung towards the use of artificial intelligence (AI) in educational assessment, using a qualitative phenomenological approach. A total of 12 teachers and 20 students from two secondary schools were purposively selected as participants. Data were collected through semi-structured interviews and focus group discussions (FGDs), then analyzed using thematic analysis techniques. The results showed that the use of AI in educational assessment increases objectivity and efficiency, especially in quantitative tasks, and reduces teachers' administrative burden. However, concerns exist regarding the lack of human touch in AI-based assessments, as well as the potential for algorithm bias if the training data does not accurately reflect local diversity. Based on these findings, a hybrid approach is recommended, where AI is used for initial assessment while teachers conduct the final evaluation. This research contributes to the development of more equitable and adaptive AI-based assessment strategies in diverse educational contexts.