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International Journal of Social Science and Education Research
Peer Reviewed Journal

Vol. 7, Issue 2, Part B (2025)

Artificial Intelligence-based educational assessment: Principles, applications, and evaluation

Author(s):

Jian Bai, Xi-Xi Hu, Wen-Qing Li, Jun-Qing Huang and Zhu-Xiao Feng

Abstract:

The advancement of Artificial Intelligence (AI) technology stands as a crucial area necessitating in-depth exploration across various sectors. The integration of AI technology into educational evaluation emerges as an inevitable trend. This paper, starting from the concepts, purposes, functions, and characteristics of educational evaluation, analyzes the impact and value of AI technology on educational assessment. It delves into the principles, applications, and evaluations of intelligent assessment. The paper asserts that AI technology has the potential to enhance the quality, efficiency, fairness, and transparency of educational assessment, fostering innovation and reform in the field, ultimately achieving the modernization of educational evaluation. Furthermore, the paper introduces typical application scenarios of intelligent assessment, encompassing learning analytics, adaptive learning, intelligent testing, and smart feedback. An evaluation of the advantages, challenges, and effects of these application scenarios is also provided. In conclusion, the paper puts forth recommendations for the development of intelligent assessment, including refining relevant laws and regulations, strengthening the ethics and responsibilities of AI-based educational assessment, enhancing the impact and utility of AI educational evaluation, and promoting international collaboration in AI-based educational assessment.

Pages: 138-148  |  654 Views  265 Downloads


International Journal of Social Science and Education Research
How to cite this article:
Jian Bai, Xi-Xi Hu, Wen-Qing Li, Jun-Qing Huang and Zhu-Xiao Feng. Artificial Intelligence-based educational assessment: Principles, applications, and evaluation. Int. J. Social Sci. Educ. Res. 2025;7(2):138-148. DOI: 10.33545/26649845.2025.v7.i2b.335
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