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Browse the scientific research and professional literature used across all seven volumes of The Science of Learning for Educators.
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- Vol 5 RE: Chapters 15, App C
generative artificial intelligencehigher-education assessmentautomated feedbackself-assessmentassessment literacyacademic integritystudent agencyinstitutional policyJournal article Evidence summaryAt a glance
Xia and colleagues scope empirical research on how generative AI is changing higher-education assessment. Following PRISMA-ScR procedures, they search ERIC, Web of Science, and Scopus, screen 969 records, and include 32 studies, mostly from 2023.
Key ideas
Findings are organised across students, teachers, and institutions. At student level, the literature reports opportunities for immediate and diverse feedback, self-assessment, and perceived impartiality, alongside academic-integrity concerns. For teachers, GenAI changes assessment literacy, beliefs about human and automated judgement, and task and feedback design. Institutions face pressure to reconsider policies, staff development, and interdisciplinary provision. The authors argue that assessment should cultivate self-regulated and responsible learning rather than focus only on detecting AI use. This forward-looking scoping review maps an early evidence base; it does not estimate effects or establish that proposed reforms improve learning, and some included studies discuss GenAI generally.
Why it matters
Practical implications include developing assessment, AI, and digital literacy; designing holistic tasks with student agency; clarifying ethical expectations; and aligning institutional policy, teacher capability, and educational purpose. Rapid technological change means these patterns require continuing empirical evaluation.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
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