AI Help With Assessment Gains Me Loads of Time

By Katie Durkin (MiddleWeb, March 31, 2026)

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Summary for Educators

Artificial intelligence is rapidly transforming many aspects of education, and assessment design is emerging as one of the areas where teachers can realize immediate and practical benefits. In “AI Help With Assessment Gains Me Loads of Time,” Katie Durkin describes how AI tools can serve as a valuable instructional partner, enabling teachers to create high-quality assessments more efficiently while maintaining professional judgment and instructional control.

Durkin emphasizes that teachers today face intense time pressures. Planning lessons, grading student work, and differentiating instruction require substantial preparation time, often extending well beyond the school day. AI tools, when used thoughtfully, can reduce this burden by assisting with the creation of formative, summative, and diagnostic assessments. Rather than replacing teacher expertise, AI can function as a brainstorming partner that accelerates the development of practice activities aligned with instructional goals.

One key insight from the article is the importance of beginning with teacher expertise. Durkin stresses that AI should not be used blindly or as a substitute for professional knowledge. Instead, teachers must first analyze student work and identify learning needs. AI can then help generate ideas for targeted practice activities, allowing teachers to devote more time to interpreting data and providing individualized feedback. This shift allows educators to focus on the aspects of teaching that require human insight, such as coaching, conferencing, and building relationships.

Durkin provides practical classroom examples of how AI can support assessment development. In her English language arts classroom, AI tools helped create exercises focused on grammar skills such as homophones, sentence structure, and clause recognition. Sample prompts included generating paragraphs that intentionally contained grammatical errors for students to correct, as well as writing passages requiring students to distinguish between independent and dependent clauses. These AI-generated materials served as starting points that could be refined and customized to match student readiness levels.

A particularly important theme in the article is the iterative nature of AI use. Durkin notes that AI outputs are not always accurate and may sometimes produce errors, often referred to as “hallucinations.” Because of this limitation, teacher review remains essential. The most effective use of AI occurs when educators critically evaluate suggestions, modify them when necessary, and ensure alignment with curriculum goals. The technology is most powerful when combined with professional expertise and instructional clarity.

Durkin also highlights the role of specialized education-focused AI platforms such as SchoolAI, which include tools designed specifically for teachers. These platforms often include virtual co-teachers or instructional assistants who can generate differentiated assignments, small-group activities, and formative assessments tailored to specific standards or learning objectives. The ability to quickly generate multiple variations of assessment items enables teachers to better meet diverse student needs and provide additional practice opportunities.

From a leadership perspective, the article suggests that AI-supported assessment design may help address one of the most persistent challenges in education: time. When teachers are able to streamline routine planning tasks, they can dedicate more attention to analyzing student misconceptions, designing interventions, and providing meaningful feedback. This shift aligns with broader research indicating that AI tools can reduce administrative workload while supporting more personalized learning experiences.

Durkin concludes that her exploration of AI is still evolving, but the benefits are already evident. AI has allowed her to reclaim time for activities that matter most, including direct interaction with students. Rather than viewing AI as a threat to professional autonomy, she encourages educators to see it as a flexible support tool that can enhance instructional effectiveness.

For school leaders, the article reinforces the importance of providing guidance and professional learning related to responsible AI use. Clear expectations about ethical implementation, data privacy, and instructional alignment can help ensure that AI tools strengthen rather than dilute teaching practice.

Ultimately, Durkin’s experience suggests that AI-assisted assessment design can increase efficiency without compromising quality. When used intentionally, AI allows educators to spend less time generating materials and more time supporting student growth—a goal that remains at the heart of effective teaching.

Original Article

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Prepared with the assistance of AI software

OpenAI. (2026). ChatGPT (5.2) [Large language model]. https://chat.openai.com