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Teacher-Authored Prompts for Configuring Student-AI Dialogue: K-12 Classroom Implementation

● high · 2026-06-04k-12, student-ai-interaction, teacher-role, scaffolding, generative-ai, llm, formative-assessment, automated-grading, higher-ed

This large-scale K-12 deployment provides empirical evidence that teacher-authored prompts can reliably shape the cognitive quality of student-AI dialogue at classroom scale. The TASD system lets teachers define both the AI's role and the student-facing conversation starter, creating a two-layer orchestration model that produced 71% alignment with instructional goals.

The 38% under-reach rate in cognitive demand—approaching 50% for the highest DOK level—mirrors known gaps between intended and enacted scaffolding documented in Scaffolding and Student Experience research. The intervention study showed that adding explicit finish lines to prompts and 'no direct answers' guardrails meaningfully narrowed the gap, connecting prompt engineering to Formative Assessment design principles.

The work also extends Teacher Role scholarship by showing that teachers can operate as prompt architects without deep technical expertise, provided the system surfaces the right levers. This positions teacher-authored configuration as a bridge between Generative AI capabilities and K 12 classroom constraints.

Connected Concepts

  • Scaffolding
  • Student Experience
  • Formative Assessment
  • Teacher Role
  • Generative AI
  • K 12

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    • Citation

    Alex Liu, Min Sun, Lief Esbenshade, Victor Tian, Zachary Zhang, Kevin He (2026). Teacher-Authored Prompts for Configuring Student-AI Dialogue: K-12 Classroom Implementation. arXiv:2604.16738. arXiv.