Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Abstract
The use of Artificial Intelligence within assessment practices in schools highlights the need to foster future teachers’ responsibility in making critical and informed decisions, also in light of recent ministerial Guidelines. These Guidelines constitute a key foundation for the development of teachers’ assessment competence and, from this perspective, require integration into Initial Teacher Education programs through teaching and reflective practices that enhance the teacher’s decision-making role in assessment processes. In this context, the study presents a bottom-up educational policy laboratory experience conducted with 119 pre-service teachers from the University of Palermo. The initiative aimed to promote critical reflection on the use of AI as a possible tool supporting school assessment processes, in which the teacher remains the ultimate guarantor. The findings show that AI represents a resource whose educational value depends on the ways in which it is critically and responsibly integrated into school contexts.
