Heard, Felicia (2025) The Emergence of Teachers’ Transformative Agency in Implementing AI Policies in Academic Assessments. In: Cambridge AI in Education, 2024-10-27 - 2025-10-29, Hilton Cambridge City Centre. (Unpublished)
Full text not available from this repository.Abstract
Current scholarship on generative artificial intelligence (GenAI) in academic assessments focuses mainly on institutional policy development, whereas teacher agency in shaping AI policies remains insufficiently addressed. This ethnographic study investigates how teachers exercise agency in interpreting and implementing AI policies in assessments, beyond mere compliance to uphold academic integrity. The study was conducted in a faculty at a UK university, with eight teachers from different modules. Through the lens of Cultural-Historical Activity Theory (CHAT), teachers exercised agency and collaborated with colleagues to apply AI approaches within policy frameworks. They modified assessment designs to preserve academic integrity and maintain educational quality. This study reveals that teachers are not passive recipients of management directives but proactive participants in driving educational transformation through AI policies in assessments.