Abstract
This article analyzes the transformation of the teacher’s professional activity and of the assessment system under the conditions of the integration of artificial intelligence technologies into education. The study substantiates the position that these technologies do not displace the teacher but redistribute professional functions, transferring routine and formalizable operations to automated systems and increasing the weight of functions not reducible to information processing. The requirements placed upon the teacher’s competence are examined in their technological, pedagogical and ethical unity, and directions for the redesign of assessment toward process-oriented forms are proposed.
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