Australian Journal of Teacher Education
Abstract
This article explores the ways in which teacher educators can strengthen the developing teacher assessment identity of preservice teachers who are at the precipice of Industry 4.0, where work with Artificial Intelligence (AI) and assessment will require flexible thinking. This reflective case study narrative outlines a teacher educator’s experiences in a novel assessment task using Generative AI for technology enhanced learning in an Australian postgraduate teaching program. In the task, those who held positive beliefs and emotions about AI were more likely to engage in flexible thinking skills than those who were more critical of the AI. To ensure that preservice teachers can use the skills for flexible thinking that will support the development of their own assessment identity in Industry 4.0, it will be important to help them to challenge their own assumptions, to question existing beliefs, and where appropriate, to consider alternative perspectives to their current beliefs.
Was this research funded?
No, research was not funded
Recommended Citation
Ollington, N. (2025). Challenging Assumptions: AI and Teacher Assessment Identity Formation. Australian Journal of Teacher Education, 50(2). https://doi.org/10.14221/1835-517X.6510