Ethical Concerns of Artificial Intelligence in Student Assessments from a Higher Education Perspective

DOI

10.2991/978-94-6463-630-7_13How to use a DOI?

Keywords

Academic Integrity; AI Ethics; AI in Education; Educational Policy; Fairness in Assessments

Abstract

As Generative Artificial Intelligence (GenAI) tools become more accessible, students may utilise them for assistance in completing assignments and assessments, raising ethical concerns regarding fairness and academic integrity. Moreover, there has been an increasing reliance on GenAI tools in higher education for completing academic tasks which might obscure the true assessment of a student’s capabilities. Subsequently, it has become difficult to distinguish between the student’s work and the assistance rendered by GenAI. These concerns prompt a critical examination of how GenAI tools are reshaping the landscape of higher education, particularly with regard to their ethical implications. Hence, this study examines the ethical dimensions pertaining to the use of GenAI by students during assessments in higher education. Furthermore, the study assesses how educational institutions can implement policies that effectively balance the benefits of AI in education with the need to maintain rigorous standards of academic integrity. As a result, the study is a desktop review that systematically analyse existing literature related to the field. By synthesising current understandings and debates, the review explores the use of GenAI tools in educational assessments by students. A total of eighteen studies sourced from various databases such as Google Scholar, Scopus and Web of Science were reviewed and analysed. The findings of the study revealed key issues such as the potential for GenAI to facilitate academic dishonesty, the challenge in distinguishing between legitimate use and the misuse of GenAI tools, and the implications for equal opportunities among students with varying access to GenAI tools. The study provides recommendations for clear guidelines, supported training interventions and frameworks that define the ethical use of GenAI in student assessments. The study highlights the role of educators, administrators, technology developers and policymakers in developing relevant policies. Conclusively, this study contributes to the creation of a fair and equitable educational environment, where the integration of AI enhances learning while upholding academic integrity and fairness.

Copyright

© 2024 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Omolola A. Arise
AU  - Meshel Muzuva
AU  - Raeesa Kader
AU  - Farad H. Chohan
PY  - 2024
DA  - 2024/12/31
TI  - Ethical Concerns of Artificial Intelligence in Student Assessments from a Higher Education Perspective
BT  - Proceedings of the Focus Conference (TFC 2024)
PB  - Atlantis Press
SP  - 234
EP  - 254
SN  - 2667-128X
UR  - https://doi.org/10.2991/978-94-6463-630-7_13
DO  - 10.2991/978-94-6463-630-7_13
ID  - Arise2024
ER  -