Keywords
assessment
ChatGPT
higher education
How to Cite
Abstract
Generative artificial intelligence (AI) becomes continually integrated in educational environments and, particularly, in higher education. The advanced and growing capabilities of AI tools like ChatGPT for educational assessment (e.g., text generation, problem-solving, assisting with essays and grading, personalized feedback, real-time evaluations) challenge traditional assessments. The purpose of this conceptual paper is to discuss alternative assessment practices-approaches that face the challenges posed by AI tools (like ChatGPT). Such approaches include oral exams, presentations, project-based, real-world, real-time in-class assessments, skills-based, collaborative problem-solving, and ethical assessments (these may reduce the risks of over-reliance on AI). Examples of alternative assessment approaches using ChatGPT as a supportive tool in specific subjects (language & literature, sciences, mathematics, history & social sciences, computer science & engineering, business & economics) are presented. AI tools might be considered as supplementary to assist/support assessments rather than as a replacement for educators. When redefining educational assessment, ethical considerations and academic integrity need to be addressed.
References
Almegren, A., Mahdi, H.S., Hazaea, A.N., Ali, J.K., & Almegren, R.M. (2024). Evaluating the quality of AI feedback: A comparative study of AI and human essay grading. Innovations in Education and Teaching International, 1–16. https://doi.org/10.1080/14703297.2024.2437122
Anik, M.H., Raaz, S.N.C., & Khan, N. (2025). Embracing AI Assistants: Unraveling Young Researchers’ Journey with ChatGPT in Science Education Thesis Writing. International Journal of Artificial Intelligence in Education, 35, 225–244. https://doi.org/10.1007/s40593-024-00438-6
Biton, Y., & Segal, R. (2025). Learning to craft and critically evaluate prompts: The role of generative AI (ChatGPT) in enhancing pre-service mathematics teachers' TPACK and problem-posing skills. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 13(1), 202-223. https://doi.org/10.46328/ijemst.4654
Bower, M., Torrington, J., Lai, J.W.M., Petocz, P., & Alfano, M. (2024). How should we change teaching and assessment in response to increasingly powerful generative Artificial Intelligence? Outcomes of the ChatGPT teacher survey. Education and Information Technologies, 29, 15403–15439. https://doi.org/10.1007/s10639-023-12405-0
Cao, Y., Zhou, L., Lee, S., Cabello, L., Chen, M., & Hershcovich, D. (2023). Assessing cross-cultural alignment between ChatGPT and human societies: An empirical study. arXiv:2303.17466, https://doi.org/10.48550/arXiv.2303.17466
Chan, C.K.Y., & Colloton, T. (2024). Redesigning Assessment in the AI Era. In C.K.Y. Chan and T. Colloton (eds.) Generative AI in higher education: The ChatGPT effect (pp. 87-126), 1st ed. London: Routledge. DOI: 10.4324/9781003459026-4
Chen, A., Zhang, Y., Jia, J., Liang, M., Cha, Y., & Lim, C. P. (2025). A systematic review and meta‐analysis of AI‐enabled assessment in language learning: Design, implementation, and effectiveness. Journal of Computer Assisted Learning, 41(1), e13064. https://doi.org/10.1111/jcal.13064
Corbin, T., Dawson, P., Nicola-Richmond, K., & Partridge, H. (2025). ‘Where’s the line? It’s an absurd line’: towards a framework for acceptable uses of AI in assessment. Assessment & Evaluation in Higher Education, 1–13. https://doi.org/10.1080/02602938.2025.2456207
Crawford, J., Cowling, M., & Allen, K. (2023). Leadership is needed for ethical ChatGPT: Character, assessment, and learning using artificial intelligence (AI). Journal of University Teaching & Learning Practice, 20(3). https://doi.org/10.53761/1.20.3.02
Crompton, H., & Burke, D. (2023). Artificial intelligence in higher education: the state of the field. International Journal of Educational Technology in Higher Education, 20(1), 22. https://doi.org/10.1186/s41239-023-00392-8
Essien, A., Bukoye, O. T., O’Dea, X., & Kremantzis, M. (2024). The influence of AI text generators on critical thinking skills in UK business schools. Studies in Higher Education, 49(5), 865–882. https://doi.org/10.1080/03075079.2024.2316881
Evangelista, E.D.L. (2025). Ensuring academic integrity in the age of ChatGPT: Rethinking exam design, assessment strategies, and ethical AI policies in higher education. Contemporary Educational Technology, 17(1), ep559. https://doi.org/10.30935/cedtech/15775
Francis, N.J., Jones, S., & Smith, D. (2025). Generative AI in Higher Education: Balancing Innovation and Integrity. British Journal of Biomedical Science, 81, 14048. https://doi.org/10.3389/bjbs.2024.14048
Gamage, K.A.A., Dehideniya, S.C.P., Xu, Z., & Tang, X. (2023). ChatGPT and higher education assessments: More opportunities than concerns? Journal of Applied Learning and Teaching, 6(2), 358–369. https://doi.org/10.37074/jalt.2023.6.2.32
Griffin, H., & James, T. (2025). The temptation of the silver platter: Preventing the sidestep and normalising the productive struggle. Intelligent Technologies in Education, Advanced Online Publication (https://open-publishing.org/journals/index.php/ited/article/view/1460) https://doi.org/10.70770/tbb3db47
Hodges, C.B., Kirschner, P.A. (2024). Innovation of Instructional Design and Assessment in the Age of Generative Artificial Intelligence. TechTrends, 68, 195–199. https://doi.org/10.1007/s11528-023-00926-x
Jukiewicz, M. (2024). The future of grading programming assignments in education: The role of ChatGPT in automating the assessment and feedback process. Thinking Skills and Creativity, 52, 101522. https://doi.org/10.1016/j.tsc.2024.101522
Kalenda, P.J., Rath, L., Abugasea Heidt, M., & Wright, A. (2025). Pre-service Teacher Perceptions of ChatGPT for Lesson Plan Generation. Journal of Educational Technology Systems, 53(3), 219-241. https://doi.org/10.1177/00472395241301388
Khasawneh, M.A.S., Aladini, A., Assi, S.A., & Ajanil, B. (2025). Portfolio assessment in AI-enhanced learning environments: a pathway to emotion regulation, mindfulness, and language learning attitudes. Language Testing in Asia 15, 5. https://doi.org/10.1186/s40468-025-00345-0
Kolade, O., Owoseni, A., & Egbetokun, A. (2024). Is AI changing learning and assessment as we know it? Evidence from a ChatGPT experiment and a conceptual framework. Heliyon, 10(4), e25953. https://doi.org/10.1016/j.heliyon.2024.e25953
Kooli, C., & Yusuf, N. (2024). Transforming educational assessment: Insights into the use of ChatGPT and large language models in grading. International Journal of Human–Computer Interaction, 41(5), 3388-3399. https://doi.org/10.1080/10447318.2024.2338330
Kumar, R., Eaton, S.E., Mindzak, M., Morrison, R. (2024). Academic Integrity and Artificial Intelligence: An Overview. In S.E. Eaton (eds) Second Handbook of Academic Integrity (pp. 1583-1596). Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-031-54144-5_153
Li, J., Jangamreddy, N.K., Hisamoto, R., Bhansali, R., Dyda, A., Zaphir, L., & Glencross, M. (2024). AI-assisted marking: Functionality and limitations of ChatGPT in written assessment evaluation. Australasian Journal of Educational Technology, 40(4), 56–72. https://doi.org/10.14742/ajet.9463
Liao, X., & Cao, P. (2025). Digital media entertainment technology based on artificial intelligence robot in art teaching simulation. Entertainment Computing, 52, 100792. https://doi.org/10.1016/j.entcom.2024.100792
Mao, J., Chen, B. & Liu, J.C. (2024). Generative Artificial Intelligence in Education and Its Implications for Assessment. TechTrends, 68, 58–66. https://doi.org/10.1007/s11528-023-00911-4
Memarian, B., & Doleck, T. (2024). A review of assessment for learning with artificial intelligence. Computers in Human Behavior: Artificial Humans, 2(1), 100040. https://doi.org/10.1016/j.chbah.2023.100040
Moorhouse, B.L., Yeo, Μ.Α., & Wan, Υ. (2023). Generative AI tools and assessment: Guidelines of the world's top-ranking universities. Computers and Education Open, 5, 100151, https://doi.org/10.1016/j.caeo.2023.100151
Newton, P., & Xiromeriti, M. (2024) ChatGPT performance on multiple choice question examinations in higher education. A pragmatic scoping review. Assessment & Evaluation in Higher Education, 49(6), 781-798. https://doi.org/10.1080/02602938.2023.2299059
Nguyen, K.V. (2025). The Use of Generative AI Tools in Higher Education: Ethical and Pedagogical Principles. Journal of Academic Ethics. https://doi.org/10.1007/s10805-025-09607-1
Nikolopoulou, K. (2023). Self-Regulated and Mobile-Mediated Learning in Blended Tertiary Education Environments: Student Insights from a Pilot Study. Sustainability, 15(16), 12284. https://doi.org/10.3390/su151612284
Nikolopoulou, K. (2024a). Generative Artificial Intelligence in Higher Education: Exploring Ways of Harnessing Pedagogical Practices with the Assistance of ChatGPT. International Journal of Changes in Education, 1(2), 103-111. https://doi.org/10.47852/bonviewIJCE42022489
Nikolopoulou, K. (2024b). ChatGPT for educational-academic activities: Preschool student teachers’ experiences. Intelligent Technologies in Education, Advanced Online Publication (https://open-publishing.org/journals/index.php/ited/article/view/1223) https://doi.org/10.70770/r5aett21
Nikolopoulou, K. (2025). Generative artificial intelligence and sustainable higher education: Mapping the potential. Journal of Digital Educational Technology, 5(1), ep2506. https://doi.org/10.30935/jdet/15860
Oates, A., & Johnson, D. (2025). ChatGPT in the Classroom: Evaluating its Role in Fostering Critical Evaluation Skills. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-024-00452-8
Richards, M., Waugh, K., Slaymaker, M., Petre, M., Woodthorpe, J., & Gooch, D. (2024). Bob or bot: Exploring ChatGPT’s answers to university computer science assessment. ACM Transactions on Computing Education, 24(1), Article 5. https://doi.org/10.1145/3633287
Roberts, L.N. (2025). Navigating new frontiers: AI in assessments from the perspectives of teachers and students. In Effective Instructional Design Informed by AI (pp. 327-356). IGI Global. DOI: 10.4018/979-8-3693-6527-4.ch011
Roe, J., Perkins, M., & Ruelle, D. (2024). Understanding Student and Academic Staff Perceptions of AI Use in Assessment and Feedback. Intelligent Technologies in Education. Advanced Online Publication (https://open-publishing.org/journals/index.php/ited/article/view/1184) https://doi.org/10.70770/rzzz6y35
Segessenmann, J., Stadelmann, T., Davison, A. et al. (2025). Assessing deep learning: a work program for the humanities in the age of artificial intelligence. AI Ethics, 5, 1–32. https://doi.org/10.1007/s43681-023-00408-z
Susnjak, T., & McIntosh, T.R. (2024). ChatGPT: The end of online exam integrity? Education Sciences, 14(6), Article 656. https://doi.org/10.3390/educsci14060656
Usher, M. (2025). Generative AI vs. instructor vs. peer assessments: a comparison of grading and feedback in higher education. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2025.2487495
Williams, A. (2025). Integrating artificial intelligence into higher education assessment. Intersection: A Journal at the Intersection of Assessment and Learning, 6(1). https://doi.org/10.61669/001c.131915
Wu, TT., Lee, H.Y., Chen, P.H., Lin, C.J., & Huang, Y.M. (2025). Integrating peer assessment cycle into ChatGPT for STEM education: A randomised controlled trial on knowledge, skills, and attitudes enhancement. Journal of Computer Assisted Learning, 41(1), e13085. https://doi.org/10.1111/jcal.13085
Yan, L., Sha, L., Zhao, L., Li, Y., Martinez-Maldonado, R., Chen, G., Li, X., Jin, Y., & Gašević, D. (2024). Practical and ethical challenges of large language models in education: A systematic scoping review. British Journal of Educational Technology, 55, 90–112. https://doi.org/10.1111/bjet.13370
Yener, B., & Selçuk, H. (2024). AI-assisted grammar learning: Improving present perfect tense proficiency in EFL students. The Literacy Trek, 10(3), 339-361. https://doi.org/10.47216/literacytrek.1556837
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education–Where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 39. https://doi.org/10.1186/s41239-019-0171-0
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright (c) 2025 Kleopatra Nikolopoulou