Assessment in the age of artificial intelligence

In this paper, we argue that a particular set of issues mars traditional assessment practices. They may be difficult for educators to design and implement; only provide discrete snapshots of performance rather than nuanced views of learning; be unadapted to the particular knowledge, skills, and back...

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Published in:Computers and education. Artificial intelligence 2022, Vol.3, p.100075, Article 100075
Main Authors: Swiecki, Zachari, Khosravi, Hassan, Chen, Guanliang, Martinez-Maldonado, Roberto, Lodge, Jason M., Milligan, Sandra, Selwyn, Neil, Gašević, Dragan
Format: Article
Language:English
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Summary:In this paper, we argue that a particular set of issues mars traditional assessment practices. They may be difficult for educators to design and implement; only provide discrete snapshots of performance rather than nuanced views of learning; be unadapted to the particular knowledge, skills, and backgrounds of participants; be tailored to the culture of schooling rather than the cultures schooling is designed to prepare students to enter; and assess skills that humans routinely use computers to perform. We review extant artificial intelligence approaches that–at least partially–address these issues and critically discuss whether these approaches present additional challenges for assessment practice.
ISSN:2666-920X
2666-920X
DOI:10.1016/j.caeai.2022.100075