Special issue

 

دعوة للنشر في العدد الخاص بمجلة النجاح للعلوم الإنسانية بعنوان الابتكار في التقويم التربوي في عصر الذكاء الاصطناعي: استراتيجيات لتحقيق جودة التعليم

Call for Papers: Special Issue on Innovative Assessment in the Age of AI: Strategies for Quality

We are pleased to announce a special issue of the An-Najah University Journal for Research – Humanities (https://journals.najah.edu/journal/anujr-b/details/) focusing on the critical intersection of assessment, Artificial Intelligence (AI), and the pursuit of quality education, aligned with Sustainable Development Goal 4 (SDG 4). This special issue seeks to explore the profound challenges and transformative opportunities that AI presents to both traditional and emerging assessment practices across all levels of education. A core objective is to examine how AI can be leveraged to foster inclusive and equitable quality education in an era increasingly shaped by advanced technologies.

The guest editors who will work on this special issue in partnership with the An Najah University Journal for Research – Humanities editors and editorial office is Prof. Fadi Al-Turjman.

Motivation

The advent of powerful AI tools, particularly sophisticated generative AI models, has introduced a paradigm shift in education, posing both unprecedented challenges and transformative possibilities for assessment practices. These technologies, as highlighted by Swiecki et al. (2022), challenge the integrity and validity of established assessment methods, fundamentally requiring a critical re-evaluation of how we measure learning within the framework of SDG 4. Traditional approaches to assessment, identified by Martínez-Comesaña et al. (2023) as potentially inadequate, may no longer reliably gauge student learning in an environment where AI can generate responses that mimic human outputs, thereby affecting the quality of educational outcomes and our ability to make valid inferences about student learning. Furthermore, the increasing sophistication of AI, including its potential use in adversarial contexts as noted by Petihakis et al. (2024), introduces vulnerabilities to assessment integrity, necessitating innovative defense strategies to protect the assessment process. This vulnerability extends beyond simple cheating, as the very nature of learning and the assessment of skills, such as critical analysis or argumentation, is called into question. The urgency for redeveloping assessment practices is underscored by the findings of Alkouk & Khlaif (2024), which highlight the critical need for comprehensive faculty training on AI-resistant assessment strategies. It is vital that educators are not only aware of the risks but also empowered with the skills and knowledge to adapt their approach to meet the needs of students. Similarly, Lye & Lim (2024) emphasize the critical need for a fundamental redesign of educational assessment to take into account the unique advantages and challenges introduced by generative AI, which presents a significant opportunity to enhance the quality and relevance of education in this new technological landscape. These rapidly evolving issues demand rigorous scholarly discourse and research to ensure fairness, validity, and reliability in assessment, directly contributing to achieving quality education for all in the face of AI’s pervasive influence.

Aim and Scope

This special issue aims to bring together cutting-edge scholarly research that critically investigates the multifaceted impact of AI on assessment practices and proposes practical and ethical solutions to address the complex challenges that AI presents, all within a framework that prioritizes the attainment of SDG 4. Our scope is broad, encompassing a wide array of educational levels and disciplines, and seeks to publish articles that delve into both the theoretical foundations and the practical implementation of AI in assessment. We welcome submissions that explore, but are not limited to, the following thematic areas:

• Case studies that showcase AI-resistant assessment strategies in various disciplines and educational settings, providing practical examples of how to ensure assessment validity in the face of increasingly capable AI tools.
• Empirical studies that evaluate the effectiveness of diverse assessment methods in the context of AI, informing better educational practices that are relevant to the real challenges presented by AI.
• Design and implementation of AI-assisted assessment tools and platforms that promote transparent, ethical, and equitable assessment practices that contribute to SDG 4.
• Systematic literature reviews that synthesize current knowledge on assessment in the AI era, with a specific focus on the implications for quality education and the need to bridge gaps in knowledge.
• Critical analyses of the use of AI in grading and feedback mechanisms that examine both the benefits and the potential biases that may be introduced by these tools, and suggesting how AI might promote educational equity and quality.
• Innovative assessment models that strategically leverage the capabilities of AI while proactively mitigating its inherent risks, thereby enhancing the validity and reliability of assessment and ensuring the fairness and quality of education.
• Research on the impact of AI on diverse learning styles and assessment accessibility to guarantee that all learners have equitable access to high-quality assessment practices that accommodate diverse needs, ensuring inclusive and equitable quality education for all.

We encourage submissions that are rigorous, insightful, and substantively contribute to a deeper understanding of how to effectively and ethically assess learning in the age of artificial intelligence, ensuring that all students have access to high-quality education and valid assessment practices. This is a rapidly evolving field that requires continued scholarly engagement, and all innovative and well-researched contributions that address the challenges and opportunities of AI in assessment, in relation to the principles of quality education as stipulated by SDG 4, will be considered for publication.

Important Dates

Submission deadline: 1 March 2025

Notification of first review results: May 2025

Revised versions due: July 2025

Final acceptance notification by: August 2025

• Accepted papers will be published on a rolling basis in Online First.
• The special issue will be brought together with a retrospective introduction and be put into a print issue October 2025.

 

We look forward to receiving your valuable contributions to this important and timely discussion.

 

Contact Information:

Prof. Dr. Fadi Al-Turjman

Artificial Intelligence, Software, and Information Systems Engineering Departments, Research Center for AI and IoT, AI and Robotics Institute, Near East University, Nicosia, Mersin10, Turkey

[email protected]

 

References

Lye, C. Y., & Lim, L. (2024). Generative Artificial Intelligence in Tertiary Education: Assessment Redesign Principles and Considerations. Education Sciences, 14(6), 569.

Martínez-Comesaña, M., Rigueira-Díaz, X., Larrañaga-Janeiro, A., Martínez-Torres, J., Ocarranza-Prado, I., & Kreibel, D. (2023). Impact of artificial intelligence on assessment methods in primary and secondary education: Systematic literature review. Revista De Psicodidáctica (English Ed ), 28(2), 93–103. https://doi.org/10.1016/j.psicoe.2023.06.002

Petihakis, G., Farao, A., Bountakas, P., Sabazioti, A., Polley, J., & Xenakis, C. (2024, July). AIAS: AI-ASsisted cybersecurity platform to defend against adversarial AI attacks. In Proceedings of the 19th International Conference on Availability, Reliability and Security (pp. 1-7)

Swiecki, Z., Khosravi, H., Chen, G., Martinez-Maldonado, R., Lodge, J. M., Milligan, S., Selwyn, N., & Gašević, D. (2022). Assessment in the age of artificial intelligence. Computers and Education Artificial Intelligence, 3, 100075. https://doi.org/10.1016/j.caeai.2022.100075

Awadallah Alkouk, W., & Khlaif, Z. N. (2024, December). AI-resistant assessments in higher education: Practical insights from faculty training workshops. In Frontiers in Education (Vol. 9, p. 1499495). Frontiers Media SA.