Use five conceptual propositions to guide research and professional development on teachers' diagnostic skills in AI-supported formative assessment¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article derives five propositions for future research and teacher education: (1) AI-generated inferences change the diagnostic situation by adding an information source, raising questions about when teachers accept, reject, or override them; (2) instructional use depends on integrating AI information with contextual knowledge; (3) data literacy and AI literacy are expected to influence evaluation and use of AI inferences; (4) instructional decisions depend on translating integrated judgments into adaptive decisions; (5) teachers should extend diagnosing to students' interactions with AI-supported learning environments, particularly when AI processes are not fully transparent.

Design Implications¶

Context¶

Requirements¶

• Future empirical research can examine these propositions in both classroom and laboratory settings to refine theory and inform development of teachers' diagnostic skills.

Constraints¶

• The propositions 'are not intended to provide an exhaustive research agenda but rather to highlight research questions arising from the proposed conceptual perspective.'

Target Learners¶

• teachers
• preservice teachers

Target Learning Goals¶

• diagnostic skills for AI-supported formative assessment
• adaptive instructional decision-making

Affordances¶

• Diacom Framework Ai Supported Specification

Related Strategies¶

• Design AI decision-support systems that are transparent, context-sensitive, and hybrid-intelligence oriented
• Research agenda: use process-oriented assessments, study encoding-consolidation-retrieval effects, and examine longitudinal outcomes of educational generative AI

Examples¶

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Key Sources¶

• Hoppe T, Loibl K and Leuders T (2026). Rethinking teachers' diagnostic skills in AI-supported formative assessment: from diagnosis to meta-diagnosis. Front. Educ. 11:1857661. https://doi.org/10.3389/feduc.2026.1857661