Generative Technology: Lived Experiences of Teachers in Higher Education on Assessment Practices

Abstract

This descriptive phenomenological study explored the lived experiences of the College of Teacher Education faculty members at Jose Rizal Memorial State University (JRMSU) regarding generative artificial intelligence (AI) in academic assessments. Through thematic analysis, four essential structures of experience emerged: experiencing AI as a double-edged utility, sustaining vigilance in professional judgment, engaging in strategic mitigation, and adapting assessment practices toward authenticity. Findings reveal a "Resolution Gap" where polished AI outputs mask actual student comprehension, leading educators to rely on "AI tone" recognition and longitudinal knowledge of student capacity for detection. Consequently, teachers are reclaiming agency by shifting from product-based to process-oriented evaluations, implementing device bans and in-class tasks to safeguard academic integrity. The research concludes that AI’s pervasive reach necessitates a "human-in-the-loop" paradigm and standardized institutional policies. Diversifying methodologies through multimodal assessments and process documentation is recommended to foster critical thinking and bridge the "digital fairness gap" within teacher education.