<![CDATA[Authentic assessment plays a pivotal role in education as it evaluates students' comprehensive abilities within real-life contexts. However, time constraints and limitations in teachers' pedagogic competence often hinder the holistic measurement of student competence. This study aims to analyze teachers' understanding of authentic assessment, their pedagogic competence, and their ability to utilize Artificial Intelligence (AI) to assist in the assessment process. This research employs a descriptive qualitative approach using a case study method involving teachers of Grades 1–6 at SD Negeri 2 Cibangkong. Data were collected through observation, interviews, questionnaires, and documentation studies, which were then analyzed descriptively. Initial findings reveal a competence gap in formulating authentic indicators, developing rubrics, and utilizing artificial intelligence. The results underscore the importance of mapping competency needs to design professional development programs for teachers that align with 21st-century demands.]]>
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