Educators in the United States are redesigning assignments and assessment methods to address the challenges and opportunities presented by generative AI tools in middle and high school education.
As generative artificial intelligence (AI) tools become widely accessible to students, middle and high school teachers across the United States are transforming classroom practices to better assess learning and cultivate critical thinking.
In San Francisco, sixth-grade humanities teacher Tristen Chang has shifted away from traditional take-home essays, instead conducting oral exams in class to evaluate students’ understanding of literature. This change reflects a broader trend among educators who seek to minimize reliance on AI chatbots, which can provide quick answers but may not demonstrate student comprehension.
Teachers interviewed from various states report increased emphasis on in-class writing, discussion, and real-time assessments. For example, high school math teacher Bobson Wong in New York has reduced homework assignments and incorporated more in-class problem-solving to closely monitor students’ processes and reasoning behind their chosen methods.
While some educators are cautious about AI use, others are exploring how it can aid teaching. Michael Zagari, a social studies teacher, utilizes AI to simplify historical texts to different reading levels and to condense articles for classroom use. Teachers emphasize the importance of instructing students on responsible and ethical AI use, paralleling earlier lessons on internet safety.
Research on AI’s impact on learning is mixed. A 2025 Harvard randomized trial found AI tutoring can enhance engagement and learning gains, whereas a small MIT study suggested AI-assisted essay writing might reduce deep thinking. Nonetheless, surveys indicate the majority of students and core subject teachers frequently use AI for schoolwork.
Some educators combat AI’s ease at answering conventional questions by designing unique tasks that challenge mainstream interpretations or require access to sources not readily available to AI, such as scholarly articles behind paywalls.
Additionally, a pushback against excessive screen time is evident, with some teachers limiting device use and encouraging pen-and-paper assignments to increase student engagement and reduce opportunities for AI misuse.
These shifts underscore an evolving educational landscape striving to balance embracing technological progress while ensuring authentic student learning and critical thinking develop despite easy access to AI tools.
Sources referenced:
- https://www.gmanetwork.com/news/topstories/world/1007548/how-teachers-are-remaking-classrooms-for-the-ai-age/story/