A scoping review on how generative artificial intelligence transforms assessment in higher education

Qi Xia, Xiaojing Weng, Fan Ouyang, Tzung Jin Lin, Thomas K.F. Chiu*

*此作品的通信作者

研究成果: 雜誌貢獻回顧評介論文同行評審

6 引文 斯高帕斯(Scopus)

摘要

Generative artificial intelligence provides both opportunities and challenges for higher education. Existing literature has not properly investigated how this technology would impact assessment in higher education. This scoping review took a forward-thinking approach to investigate how generative artificial intelligence transforms assessment in higher education. We used the PRISMA extension for scoping reviews to select articles for review and report the results. In the screening, we retrieved 969 articles and selected 32 empirical studies for analysis. Most of the articles were published in 2023. We used three levels—students, teachers, and institutions—to analyses the articles. Our results suggested that assessment should be transformed to cultivate students’ self-regulated learning skills, responsible learning, and integrity. To successfully transform assessment in higher education, the review suggested that (i) teacher professional development activities for assessment, AI, and digital literacy should be provided, (ii) teachers’ beliefs about human and AI assessment should be strengthened, and (iii) teachers should be innovative and holistic in their teaching to reflect the assessment transformation. Educational institutions are recommended to review and rethink their assessment policies, as well as provide more inter-disciplinary programs and teaching.

原文英語
文章編號40
期刊International Journal of Educational Technology in Higher Education
21
發行號1
DOIs
出版狀態已發佈 - 2024 12月

ASJC Scopus subject areas

  • 教育
  • 電腦科學應用

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