Building AI Literacy Through Assessment Practices in Physical Education Teacher Education

Abstract

The classroom resource presented provides an instructional approach designed to enhance both course outcomes and artificial intelligence (AI) literacy in undergraduate physical education preservice teachers. Implemented in a full-semester, in-person Assessment in Physical Education course, the project engaged students in learning to develop effective AI prompts, critically analyze AI-generated outputs, and apply these tools to design a standards-based assessment plan. Designed for undergraduate students with foundational knowledge of assessment and pedagogy, the project incorporated scaffolded tasks, guided discussions, and structured reflections to support AI integration through experiential learning. In approximately 30 minutes per week throughout the semester, students explored how AI can both support assessment practices in physical education through ongoing discussions and in-class activities. The project culminated in a summative assessment in which students integrated AI use into their final project and reflected on ethical, pedagogical, and practical implications for teaching. Students reported increased confidence in navigating AI tools and greater awareness of AI’s opportunities and limitations in educational contexts. Although developed for a physical education assessment course, the resource is adaptable for other kinesiology-based courses or teacher preparation programs. This resource offers an experiential learning opportunity for students to explore critical AI use in a specific discipline.

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