Artificial Intelligence in Higher Education Assessment: Opportunities, Challenges and Pedagogical Considerations

Abstract

Artificial Intelligence (AI) has permeated the domain of education, particularly in student assessment within Higher Education Institutions (HEIs). This study systematically reviews existing literature to investigate the use of AI in HEI assessments, focusing on the opportunities, challenges, and pedagogical considerations. For this purpose, a search was carried out in the Scopus database. The study is based on PRISMA, and 20 papers were analysed. The review indicates that AI improves efficiency and personalisation in assessments through adaptive feedback systems and automated grading. However, ethical concerns related to algorithmic bias, the privacy of students’ sensitive data, and limited pedagogical misalignment present significant barriers. The findings suggest that institutions should invest in educator training and provide guidelines for ethical use of AI to address data privacy and fairness concerns. The results highlight the metamorphic potential of AI in education while providing a roadmap for addressing its limitations and advancing future research.