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A reflective case study narrative describes a teacher educator’s experiences with a novel assessment task using Generative AI for technology enhanced learning in an Australian postgraduate teaching program.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/challenging-assumptions-ai-and-teacher-assessment-identity-formation/594309/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/challenging-assumptions-ai-and-teacher-assessment-identity-formation/594309.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-23","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the article’s main focus regarding Industry 4.0 and AI in assessment?","Question",{"text":112,"@type":113},"It examines how teacher educators can support preservice teachers’ development of an assessment identity as AI and assessment practices change under Industry 4.0 demands flexible thinking.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What role does Generative AI play in the described assessment task?",{"text":117,"@type":113},"Generative AI is used in a technology enhanced learning context through a novel assessment task implemented in an Australian postgraduate teaching program.",{"name":119,"@type":110,"acceptedAnswer":120},"How do teacher beliefs relate to thinking skills in the study?",{"text":121,"@type":113},"The narrative reports that participants with more positive beliefs and emotions about AI were more likely to engage in inflexible thinking skills than those who were more critical of AI.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594309,1792167331,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Challenging Assumptions: AI and Teacher Assessment Identity  \nFormation  \nNadia Ollington  \nUniversity of Tasmania  \nAbstract: This article explores the ways in which teacher educators can strengthen the developing teacher assessment identity of  \npreservice teachers who are at the precipice of Industry 4.0, where  \nwork with Artificial Intelligence (AI) and assessment will require  \nflexible thinking. This reflective case study narrative outlines a  \nteacher educator ’s experiences in a novel assessment task using  \nGenerative AIfor 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 inflexible thinking skills than those who were more critical ofthe AI. To ensure that preservice teachers can use the skills for flexible thinking that  \nwill 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.  \nKeywords: teacher assessment identity, AI, beliefs, Technology Enhanced Learning  \nIntroduction  \nToday, teachers are navigating a rapidly evolving landscape where the goals and methods of assessment are undergoing significant change. One of the key technologies that form part of these changes is Artificial Intelligence (AI) . Also commonly referred to as a‘disruptive technology’, AI is an innovative technology reflective of Industry 4.0, or the Fourth Industrial Revolution (Moraes et al., 2023) . Much like the changes that occurred in previous industrial revolutions, AI is changing the way that teachers and the teaching industry operate. As teachers prepare their students for a world of work with AI, it will be important that they are able to keep up with any changes that occur and avoid the risk of an everwidening generational gap between themselves and their digitally native students.  \nMany of the challenges associated with teachers work with AI and assessment are currently being considered, and these efforts are increasing as the permanency of new AI technologies such as Generative AI (GenAI) become more evident in education (Krašna & Bratina, 2024) . Much of this work aims to help teachers to build the skills and knowledge for working with AI in assessment (Pratschke, 2024; Volante et al., 2023) . Researchers are also considering the integration of AI into teacher education courses, to ensure that teachers of the future are prepared to effectively integrate AI into their own assessment (Starkey, 2020) . An area of teacher work with AI and assessment that has not gained as much attention, however, is the potential impact of such change to teachers’ development of assessment identity.  \nTeacher assessment identity is an aspect of teachers’professional identity that is shaped by local school, policy, and other contexts and is ‘constructed and reconstructed  \nthrough reflection on assessment processes’(Adie et al., 2024, p. 2) . Teacher assessment identity formation will therefore be an important consideration moving forward, as the incorporation of AI will necessitate the redefinition of teachers' roles, particularly as it challenges their self-perception as assessors. Challenges to teacher’s perception of themselves as assessors may stem from teachers' beliefs about assessment and technology, and the malleability of these beliefs. Moreover, a teacher's reluctance to alter their belief system can impede their ability to adapt their role in assessment (Alonzo et al., 2021; Fives & Buehl, 2016) or adopt and effectively use technology (Cabero-Almenara et al., 2024) . The successful integration of AI in assessment therefore relies on the adaptability of teachers' beliefs regarding both assessment and AI.  \nTo help teachers build a positive identity as assessors, it will be crucial to provide them with opportunities th","cbCaiaxD8NlBlHZg","https://ap.wps.com/l/cbCaiaxD8NlBlHZg","pdf",446623,18,"English","# Introduction\n## Background","[{\"question\":\"What is the article’s main focus regarding Industry 4.0 and AI in assessment?\",\"answer\":\"It examines how teacher educators can support preservice teachers’ development of an assessment identity as AI and assessment practices change under Industry 4.0 demands flexible thinking.\"},{\"question\":\"What role does Generative AI play in the described assessment task?\",\"answer\":\"Generative AI is used in a technology enhanced learning context through a novel assessment task implemented in an Australian postgraduate teaching program.\"},{\"question\":\"How do teacher beliefs relate to thinking skills in the study?\",\"answer\":\"The narrative reports that participants with more positive beliefs and emotions about AI were more likely to engage in inflexible thinking skills than those who were more critical of AI.\"}]","Challenging Assumptions: AI and Teacher Assessment Identity Formation | PDF",1792078914,45]