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This study examines the dispositions, perceived benefits, and challenges that teachers experience when they and GenAI complement one another in providing formative assessment and feedback. Partnering with a leading GenAI-powered EdTech platform, we conducted a case study in a Norwegian secondary school using Learny, a GenAI-supported feedback tool. Qualitative data were collected from teachers who employed Learny in their feedback practices. The findings indicate that teachers were generally curious and open to using GenAI, while emphasizing the need to maintain professional responsibility. They valued GenAI\u2019s capacity to save time, offer inspiration, and deliver timely feedback, yet raised concerns about feedback quality, lack of relational and contextual awareness, and the risk of student over-reliance on such feedback. The study contributes to the growing literature on hybrid intelligence in education by identifying conditions under which GenAI can effectively support, rather than replace, human educators. It underscores the centrality of teacher agency in AI-supported feedback and assessment practices and outlines key implications for pedagogy, future GenAI system design, and sustainable implementation.<\/jats:p>","DOI":"10.1177\/0193841x261458416","type":"journal-article","created":{"date-parts":[[2026,6,12]],"date-time":"2026-06-12T01:48:33Z","timestamp":1781228913000},"update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":1,"title":["Teacher\u2013AI Collaboration to Support Assessment and Feedback: A Case Study in Norwegian Secondary Education"],"prefix":"10.1177","author":[{"ORCID":"https:\/\/orcid.org\/0009-0009-0222-6832","authenticated-orcid":false,"given":"Jostein","family":"Kleveland","sequence":"first","affiliation":[{"name":"Norwegian University of Science and Technology"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-8016-6208","authenticated-orcid":false,"given":"Michail","family":"Giannakos","sequence":"additional","affiliation":[{"name":"Norwegian University of Science and Technology"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0009-0002-2259-1756","authenticated-orcid":false,"given":"Yngve","family":"Lindvig","sequence":"additional","affiliation":[{"name":"Learnlab AS"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2026,6,11]]},"reference":[{"key":"e_1_3_4_2_1","doi-asserted-by":"publisher","DOI":"10.1109\/MC.2020.2996587"},{"key":"e_1_3_4_3_1","doi-asserted-by":"publisher","DOI":"10.3390\/su151712983"},{"key":"e_1_3_4_4_1","doi-asserted-by":"publisher","DOI":"10.1186\/s41239-024-00455-4"},{"key":"e_1_3_4_5_1","volume-title":"On your marks: Learner-focused feedback practices and feedback literacy","author":"Baughan P.","year":"2020","unstructured":"Baughan P. 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A. (2024). Teachers, parents, and students\u2019 perspectives on integrating generative ai into elementary literacy education. In Proceedings of the 2024 CHI conference on human factors in computing systems, CHI \u201924 (pp. 1\u201317). ACM."},{"key":"e_1_3_4_19_1","doi-asserted-by":"publisher","DOI":"10.3102\/003465430298487"},{"key":"e_1_3_4_20_1","doi-asserted-by":"publisher","DOI":"10.1111\/bjet.13560"},{"issue":"7","key":"e_1_3_4_21_1","first-page":"1","article-title":"Secondary school teachers\u2019 perspectives on genai proliferation: Generating advanced insights","volume":"21","author":"Kumar R.","year":"2025","unstructured":"Kumar R., Sharma S. (2025). Secondary school teachers\u2019 perspectives on genai proliferation: Generating advanced insights. 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