Shiraz University Teaching English as a Second Language Quarterly 2981-1546 45 4 2026 09 01 Investigating Iranian EFL Teacher AI Assessment Literacy: A ChatGPT-Driven Collaborative Reflective Approach 29 53 8834 10.22099/tesl.2026.55936.3494 EN Rajab Esfandiari Department of English Language Teaching, Faculty of Literature and Humanities, Imam Khomeini International University, Qazvin, Iran Mohammad Hossein Arefian Department of English Language Teaching, Faculty of Literature and Humanities, Imam Khomeini International University, Qazvin, Iran Journal Article 2026 04 16 The emergence of artificial intelligence (AI) has prompted teachers to integrate AI tools into assessment practices. Accordingly, teachers need to learn how to implement AI tools to inform their assessment practices with a sufficient level of AI-based assessment literacy. One promising approach to developing teachers' AI-based assessment literacy can be collaborative reflective practice (CRP), particularly when facilitated by tools such as ChatGPT or other generative AI technologies. This study qualitatively explored how English-as-a-foreign-language (EFL) teachers can reflect and collaborate with ChatGPT, individually and collectively, through CRP to develop their AI-based assessment literacy. After collecting qualitative data from six novice and experienced EFL teachers through observations, group discussions, and interviews within a descriptive case research design, we found that EFL teachers developed their AI-based assessment literacy emotionally, socially, and professionally through ChatGPT-driven CRP. Teachers reflected on their AI-based assessment practices, collaborated with ChatGPT to identify and solve problems related to using AI tools in assessment, received feedback and guidance from ChatGPT on using AI tools in their assessment practices, and improved their knowledge of AI-based assessment through ChatGPT-driven CRP. The findings contribute to the growing dialogue on AI integration in professional development by empirically showing that ChatGPT-driven collaborative reflective practice can serve as a viable, accessible, and context-responsive mechanism for developing EFL teachers' AI-based assessment literacy, particularly in under-resourced contexts where institutional professional development opportunities are limited. https://tesl.shirazu.ac.ir/article_8834_3b8abc46e762c1171aee1fdc26e99f34.pdf