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Transforming Pedagogy with GenAI-Supported Formative Assessment: Challenges for Teacher Education

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Title: Transforming Pedagogy with GenAI-Supported Formative Assessment: Challenges for Teacher Education
Language: English
Authors: Mary Webb (ORCID 0000-0002-4409-5940), Arthur Galamba (ORCID 0000-0003-2208-7015)
Source: British Journal of Educational Technology. 2026 57(3):690-706.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 17
Publication Date: 2026
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Artificial Intelligence, Technology Uses in Education, Formative Evaluation, Teacher Education, Educational Change, Technology Integration, Decision Making, Feedback (Response), Learning Processes, Digital Literacy, Ethics, Teacher Student Relationship
DOI: 10.1111/bjet.70051
ISSN: 0007-1013
1467-8535
Abstract: This article examines the challenges primary and secondary teachers face in implementing formative assessment, with a particular focus on the use of digital technologies and the emerging potential of artificial intelligence (AI), including generative AI (GenAI) and agentic AI. Drawing on empirical research and theoretical perspectives, we explore how formative assessment--an established pedagogical practice with significant impact on student learning--has evolved alongside technological developments. We revisit a well-established framework of five key formative assessment strategies, analysing how it has been extended to integrate digital technologies and how this influences the roles of teachers, learners and tools in classroom decision-making. Our central research question asks: "How can GenAI be integrated into formative assessment practices to enhance student learning while supporting teacher agency and professional judgement?" We argue that GenAI, when critically and thoughtfully deployed, can create new opportunities for personalised feedback, dynamic learning pathways and the co-construction of knowledge between teachers and students. Moreover, GenAI's ability to support 'moments of contingency' enables teachers to respond more effectively to emerging learning needs, thus fostering self-regulation and deeper engagement. However, we stress that AI agency is agency without intelligence. The value of these technologies depends on how they are interpreted and implemented by educators, which requires ongoing reflection, collaboration and theoretical understanding. With deep implications for teacher education programmes, our analysis suggests that teacher quality in this evolving pedagogical landscape should be understood as adaptive, multifaceted and grounded in both technological fluency and sound formative assessment principles, moving beyond the narrow and prescriptive definitions that dominate recent educational policy in England.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1503314
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Mary+Webb%22">Mary Webb</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4409-5940">0000-0002-4409-5940</externalLink>)<br /><searchLink fieldCode="AR" term="%22Arthur+Galamba%22">Arthur Galamba</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2208-7015">0000-0003-2208-7015</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22British+Journal+of+Educational+Technology%22"><i>British Journal of Educational Technology</i></searchLink>. 2026 57(3):690-706.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: This article examines the challenges primary and secondary teachers face in implementing formative assessment, with a particular focus on the use of digital technologies and the emerging potential of artificial intelligence (AI), including generative AI (GenAI) and agentic AI. Drawing on empirical research and theoretical perspectives, we explore how formative assessment--an established pedagogical practice with significant impact on student learning--has evolved alongside technological developments. We revisit a well-established framework of five key formative assessment strategies, analysing how it has been extended to integrate digital technologies and how this influences the roles of teachers, learners and tools in classroom decision-making. Our central research question asks: "How can GenAI be integrated into formative assessment practices to enhance student learning while supporting teacher agency and professional judgement?" We argue that GenAI, when critically and thoughtfully deployed, can create new opportunities for personalised feedback, dynamic learning pathways and the co-construction of knowledge between teachers and students. Moreover, GenAI's ability to support 'moments of contingency' enables teachers to respond more effectively to emerging learning needs, thus fostering self-regulation and deeper engagement. However, we stress that AI agency is agency without intelligence. The value of these technologies depends on how they are interpreted and implemented by educators, which requires ongoing reflection, collaboration and theoretical understanding. With deep implications for teacher education programmes, our analysis suggests that teacher quality in this evolving pedagogical landscape should be understood as adaptive, multifaceted and grounded in both technological fluency and sound formative assessment principles, moving beyond the narrow and prescriptive definitions that dominate recent educational policy in England.
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      – SubjectFull: Formative Evaluation
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