In this article, it was aimed to determine whether teachers' “artificial intelligence (AI)-based measurement and evaluation” attitudes differ by socio-demographic characteristics. The sample of this study consisted of 339 teachers who were actively working in the 2023-24 academic year and who had experienced AI-based measurement and evaluation tools and methods at least once. As a result of factor analysis, teachers' attitudes towards AI-based measurement and evaluation were categorized under 4 factors: “Giving importance”, “Being active”, “Developing negative emotions” and “Experience”. It was determined that the attitudes of the teachers attending in the study towards giving importance to AI-based measurement and evaluation differed according to their “age”, “professional seniority” and “in-service training on AI-based measurement and evaluation”. It was determined that their attitudes towards being active differed according to their “age”, “the level they worked at” and “the type of school”. It was determined that the attitudes of developing negative emotions differed according to their “gender”, “age”, “professional seniority”, and “in-service training on AI-based measurement and evaluation”. It was determined that experience attitudes differed according to their “age” and “in-service training on AI-based measurement and evaluation”. This study will raise awareness about the importance of AI-based measurement and evaluation in the digital age and teachers' attitudes towards AI-based measurement and evaluation.