Document Type
Research Brief
DOI
10.5703/1288284318574
Start Date
10-11-2025 12:00 AM
Description
This study examines the experiences of in-service teachers in a graduate-level online 4-week English language learning (ELL) licensure course—Assessment of Culturally and Linguistically Diverse Students—in Summer 2025. The key assignment required co-creating formative assessment tools with Colleague AI, an AI-powered assistant for teachers to streamline lesson planning, formative assessment and other classroom tasks (https://www.colleague.ai). Specifically, this study explored how these educators leveraged AI capabilities while applying their professional learning and judgment to ensure fairness, validity, and cultural responsiveness when developing formative assessments for multilingual learners.
Co-Creating Assessments with Colleague AI
This study examines the experiences of in-service teachers in a graduate-level online 4-week English language learning (ELL) licensure course—Assessment of Culturally and Linguistically Diverse Students—in Summer 2025. The key assignment required co-creating formative assessment tools with Colleague AI, an AI-powered assistant for teachers to streamline lesson planning, formative assessment and other classroom tasks (https://www.colleague.ai). Specifically, this study explored how these educators leveraged AI capabilities while applying their professional learning and judgment to ensure fairness, validity, and cultural responsiveness when developing formative assessments for multilingual learners.