The AfGT in the age of Generative Artificial Intelligence

The advent of generative artificial intelligence (GenAI) has disrupted education and, in particular, assessment. Universities and schools are finding it difficult to depend on the submission of student artefacts when evaluating student learning. Mounting research suggests the need to rethink existing assessment practices to ensure that they are not compromised by GenAI. As a high stakes Teaching Performance Assessment (TPA) instrument adopted by several initial teacher education providers in Australia, the Assessment for Graduate Teaching (AfGT) needs to be examined in terms of its fitness for purpose in what is becoming an increasingly AI saturated world. Using a Perspective qualitative research approach, in this paper we critically examine current and future implications of the use of GenAI on the AfGT. Potential challenges and affordances of these emergent technologies are detailed and the role of AI literacy in the context of the AfGT is unpacked. We conclude with selected recommendations that would help to ensure the continued reliability and fidelity of the instrument and to help keep the four Elements of the AfGT aligned with purposes for which it was designed.