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ChatGPT, an artificial intelligence-powered language model, has attracted global attention in education. This study examines teacher collaboration with conversational AI, with a focus on ChatGPT’s role as a pedagogical tool for assessing student learning. It presents qualitative findings from a flipped online assessment course at a Turkish university. Over three cycles, 27 students engaged with ChatGPT to explore functions, gather content-related information, and design tasks, rubrics, and test items. Data from reflections and one-on-one discussions were analysed using NVivo. Participants evaluated whether they would adopt ChatGPT in future assessment practices. The study highlights both benefits and challenges of AI integration, offering empirical insights into teacher education and informing global discussions on advancing assessment training.
Aslı Lidice Göktürk Sağlam (Thu,) studied this question.
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