A Scoping Review of the Use of Generative AI in Assessment in Higher Education

Abstract

Background: The emergence of Generative Artificial Intelligence (GAI) tools including ChatGPT, Claude, and DALL-E marks a paradigm shift in higher education, particularly in the domain of assessment. The disruptive capabilities of GAI present higher education with unprecedented opportunities and significant challenges, prompting widespread deliberation among educators regarding appropriate pedagogical and institutional responses. The imperative to address this complex duality necessitates a synergetic and comprehensive approach. Method: Searches were conducted using ERIC, ProQuest, Scopus, and Web of Science databases to identify relevant articles published or posted between June 2020 and February 2024. Identified articles were screened for inclusion by three independent reviewers. Findings were synthesized in both tabular and narrative format.Results: 68 documents met inclusion criteria including journal articles, preprints, and conference papers. Included documents investigated a wide range of topics including the incorporation, perceptions, and implications of GAI in assessment design, grading, and feedback, and in academic integrity.Conclusions: This review provides a comprehensive global overview of extant research on the application and impact of GAI in higher education assessment. These findings can support educators, policy makers, and researchers by providing a consolidated understanding of efforts to confront the complex relationship between GAI and assessment in higher education, while also identifying research gaps in need of further investigation.

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