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Assessment in the Age of Artificial Intelligence: Interdisciplinary Analysis of ChatGPT Response to Higher Education Assessment Tasks

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Bibliographic Details
Title: Assessment in the Age of Artificial Intelligence: Interdisciplinary Analysis of ChatGPT Response to Higher Education Assessment Tasks
Language: English
Authors: Emmanuel Senior Tenakwah (ORCID 0000-0001-6338-218X), Gideon Boadu (ORCID 0000-0003-3212-1096), Emmanuel Junior Tenakwah (ORCID 0000-0003-2482-9529), Michael Parzakonis (ORCID 0009-0009-7348-6228), Mark Brady (ORCID 0000-0002-5300-6225), Penny Kansiime (ORCID 0009-0006-8606-4102), Shannon Said (ORCID 0000-0001-7366-8923), Sarah Eyaa (ORCID 0000-0002-3330-1374), Raymond Kwojori Ayilu (ORCID 0000-0001-5256-0171), Ciprian Radavoi (ORCID 0000-0002-9538-6019), Alan Berman (ORCID 0000-0003-0206-8116)
Source: Knowledge Management & E-Learning. 2025 17(1):1-48.
Availability: Laboratory of Knowledge Management & E-Learning. Web site: http://www.kmel-journal.org/ojs/index.php/online-publication
Peer Reviewed: Y
Page Count: 49
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Higher Education, Evaluation Methods, Artificial Intelligence, Computer Software, Technology Integration, Task Analysis, Language Proficiency, Interdisciplinary Approach, Assignments, Barriers, Educational Benefits
ISSN: 2073-7904
Abstract: The development and introduction of AI language models have transformed the way humans and institutions interact with technology, enabling natural and intuitive communication between humans and machines. This paper conducts a competence-based analysis of ChatGPT's task responses to provide insights into its language proficiency, critical analysis and reasoning ability, and structure and relevance of the responses. A multidisciplinary approach is adopted, drawing from multiple fields such as accounting, education, management, social work and law, to evaluate the responses generated by the AI to higher education assignments. This paper offers insights into the strengths and limitations of ChatGPT responses and identifies implications for the design and implementation of higher education assessment tasks.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1471812
Database: ERIC
Description
Abstract:The development and introduction of AI language models have transformed the way humans and institutions interact with technology, enabling natural and intuitive communication between humans and machines. This paper conducts a competence-based analysis of ChatGPT's task responses to provide insights into its language proficiency, critical analysis and reasoning ability, and structure and relevance of the responses. A multidisciplinary approach is adopted, drawing from multiple fields such as accounting, education, management, social work and law, to evaluate the responses generated by the AI to higher education assignments. This paper offers insights into the strengths and limitations of ChatGPT responses and identifies implications for the design and implementation of higher education assessment tasks.
ISSN:2073-7904