Development of an Artificial Intelligence Literacy Assessment Tool for Secondary School Teachers
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Abstract
This research aimed to 1) develop and examine the quality of an Artificial Intelligence Literacy (AI Literacy) assessment tool for secondary school teachers, and 2) establish normative data (norms) for the assessment. The sample consisted of 241 in-service teachers under the jurisdiction of the Pathum Thani Secondary Educational Service Area Office in the 2024 academic year. The participants were selected using a multi-stage sampling technique. The research instrument was a 40-item multiple-choice AI Literacy assessment covering four key components: (1) understanding and utilization of AI, (2) critical evaluation and analysis of AI, (3) ethical use of AI, and (4) promotion of learning and problem-solving through AI.
The results showed that the item-objective congruence (IOC) index ranged from 0.60 to 1.00. The item difficulty indices (P-values) ranged from 0.23 to 0.76, and the item discrimination indices (r) ranged from 0.31 to 0.67. The reliability coefficient (Cronbach’s Alpha) was 0.89, indicating a high level of internal consistency. The norms were established using Z-scores and T-scores, allowing the classification of teachers’ AI literacy levels into five categories: Very High (22.4%), High (35.2%), Moderate (28.6%), Low (9.8%), and Very Low (4.0%).
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แนวคิดและข้อเสนอแนะที่นำเสนอในบทความของ LEAD เป็นแนวคิดที่มาจากผู้เขียน หากมีความผิดพลาดใด ๆ ผู้เขียนเป็นผู้รับผิดชอบแต่เพียงผู้เดียว
ทั้งนี้ บรรณาธิการ กองบรรณาธิการ และคณะกรรมการหน่วยจัดทำวารสาร LEAD จะไม่ก้าวก่ายความมั่นคงในหลักการตามความคิดของผู้เขียน
ดังนั้น บรรณาธิการ กองบรรณาธิการ คณะกรรมการหน่วยจัดทำวารสาร และมหาวิทยาลัย จะไม่รับผิดชอบใด ๆ จากผลที่เกิดขึ้นจากการนำเสนอแนวคิด และข้อเสนอแนะของผู้แต่งที่เผยแพร่ในวารสาร LEAD
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