TLDR: The Auckland Secondary Principals Association has called on the government to balance its enthusiasm for artificial intelligence in education with significant investment in teacher training and resources. Concerns have been raised regarding the ‘dangerous’ suggestion of AI marking most student work, despite the Education Minister’s view that AI is critical for the NCEA replacement and New Zealand is a world-leader in its educational application.
The Auckland Secondary Principals Association has issued a strong caution to the government, urging it to align its enthusiasm for artificial intelligence with substantial investment in teacher training and funding. This comes amidst discussions around the integration of AI into the education system, particularly concerning the planned replacement of the National Certificate of Educational Achievement (NCEA).
The association has labeled suggestions that AI could be used to mark the majority of student work as ‘dangerous.’ This stance contrasts with the government’s perspective, which views AI marking as a critical component for the upcoming NCEA overhaul. Education Minister Erica Stanford stated that the Qualifications Authority already utilizes AI for marking NCEA literacy and numeracy corequisite exams and plans for its wider application by 2029, when the Certificate of Education is set to replace NCEA level 2. Minister Stanford emphasized New Zealand’s leading position in AI use, asserting, ‘If we didn’t have AI, this is something that probably wouldn’t be possible without a massive injection for NZQA. But we do have AI, it is coming, and it is getting better and better every year, we are already world-leading in the way that we use it.’ She anticipates that teachers will leverage this technology to alleviate their workloads as the NCEA replacement is rolled out.
Concurrently, the Education Ministry has provided updated guidance to schools on AI, mandating that schools with consent to assess listed standards must implement an authenticity policy that includes the acceptable use of generative AI. The ministry’s advice underscores the principle of authenticity, requiring students to demonstrate their own knowledge, understanding, and skills in NCEA assessments, with all submitted evidence being their original work.
Claire Amos, a principal from the Auckland Secondary Principals Association and a member of the AI Forum, expressed confusion over the seemingly contradictory messages from the ministry, which advises caution, and the minister, who promotes widespread AI adoption. Amos articulated the significant risks associated with relying on AI for comprehensive student assessment. ‘There’s huge risks if we start thinking AI is the answer to assessing all student work,’ she stated. Amos advocates for AI to serve as a supportive tool for teachers in making informed judgments and in the moderation process, rather than replacing human assessment. She warned, ‘we are walking a dangerous line if we think we are going to mark all of our student work using AI.’
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Furthermore, Amos highlighted the critical need for upskilling school leaders and teachers to effectively navigate both the opportunities and inherent risks presented by AI. She pointed to other nations, such as Estonia, as being more advanced in their school-level AI integration, citing their investment in teacher training and specialized AI platforms designed to protect student privacy. Amos firmly believes that AI should not supplant the role of classroom teachers in the crucial task of marking student work.
