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| Format: | Preprint |
| Publié: |
2025
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| Accès en ligne: | https://arxiv.org/abs/2506.23815 |
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| _version_ | 1866912459476959232 |
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| author | Stokkink, Patrick |
| author_facet | Stokkink, Patrick |
| contents | The influence of Artificial Intelligence (AI), and specifically Large Language Models (LLM), on education is continuously increasing. These models are frequently used by students, giving rise to the question whether current forms of assessment are still a valid way to evaluate student performance and comprehension. The theoretical framework developed in this paper is grounded in Constructive Alignment (CA) theory and Bloom's taxonomy for defining learning objectives. We argue that AI influences learning objectives of different Bloom levels in a different way, and assessment has to be adopted accordingly. Furthermore, in line with Bloom's vision, formative and summative assessment should be aligned on whether the use of AI is permitted or not.
Although lecturers tend to agree that education and assessment need to be adapted to the presence of AI, a strong bias exists on the extent to which lecturers want to allow for AI in assessment. This bias is caused by a lecturer's familiarity with AI and specifically whether they use it themselves. To avoid this bias, we propose structured guidelines on a university or faculty level, to foster alignment among the staff. Besides that, we argue that teaching staff should be trained on the capabilities and limitations of AI tools. In this way, they are better able to adapt their assessment methods. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2506_23815 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | The Impact of AI on Educational Assessment: A Framework for Constructive Alignment Stokkink, Patrick Human-Computer Interaction Artificial Intelligence The influence of Artificial Intelligence (AI), and specifically Large Language Models (LLM), on education is continuously increasing. These models are frequently used by students, giving rise to the question whether current forms of assessment are still a valid way to evaluate student performance and comprehension. The theoretical framework developed in this paper is grounded in Constructive Alignment (CA) theory and Bloom's taxonomy for defining learning objectives. We argue that AI influences learning objectives of different Bloom levels in a different way, and assessment has to be adopted accordingly. Furthermore, in line with Bloom's vision, formative and summative assessment should be aligned on whether the use of AI is permitted or not. Although lecturers tend to agree that education and assessment need to be adapted to the presence of AI, a strong bias exists on the extent to which lecturers want to allow for AI in assessment. This bias is caused by a lecturer's familiarity with AI and specifically whether they use it themselves. To avoid this bias, we propose structured guidelines on a university or faculty level, to foster alignment among the staff. Besides that, we argue that teaching staff should be trained on the capabilities and limitations of AI tools. In this way, they are better able to adapt their assessment methods. |
| title | The Impact of AI on Educational Assessment: A Framework for Constructive Alignment |
| topic | Human-Computer Interaction Artificial Intelligence |
| url | https://arxiv.org/abs/2506.23815 |