Artificial intelligence in the work of teachers: opportunities, limitations and possibilities for use in assessment

Abstract

The article examines the use of artificial intelligence in education from the perspective of teachers’ work, combining a literature review with a practical attempt to verify the potential of AI in assessing written assignments. The first part discusses the main areas in which AI – based technologies can support teachers, particularly in personalizing instruction, preparing teaching materials, analyzing students` progress, and automating selected administrative and organizational tasks. Attention is also given to the structure of teachers` working time, which shows that a substantial part of their duties consists of repetitive and time-consuming activities that may be optimized. The empirical part presents an experiment involving the use of a large language model to reconstruct the grading logic applied by an academic teacher to students’ written work. The results indicate that AI can reproduce the grading process with relatively high accuracy, especially in tasks with a more structured format. At the same time, the study reveals limitations in assessing texts that require deeper reflection, interpretation, and sensitivity to subtle qualitative differences. The findings lead to the conclusion that artificial intelligence may serve as a valuable tool supporting teachers, but it should not replace their pedagogical judgment, professional experience, or relational competences.