The use of AI is becoming a growing reality the educational
field. One of the activities in which it is beginning to be
implemented is the assessment of student achievement. This
way, we can find in the literature an increasing number of
investigations focused on the possibilities offered by the
adoption of AI-driven assessment. However, the use of AI is also
a source of concern that raises suspicions in some sectors of our
society. In this context, knowing the position of the teachers
towards this topic is critical to guarantee the successful
development of the field.
This paper intends to fill a research gap in the literature by
offering a technology adoption model based on TAM to study
the factors that condition the use of AI-driven assessment among
teachers. To present this model we offer a background on the use
of AI in education and the technology acceptance among
teachers, as well as the definition of the eight constructs and the
relational hypotheses included. Finally, the possibilities of the
model and future lines of research are discussed