THE ROLE OF ARTIFICIAL INTELLIGENCE IN BUSINESS EDUCATION ASSESSMENT AND EVALUATION

Abstract

Abstract

Artificial Intelligence (AI) is increasingly reshaping how teaching, learning, assessment, and evaluation are conceived and practised in business education. This opinion paper critically examined the opportunities, limitations, and pedagogical implications of AI-enabled assessment and evaluation, with particular attention to contexts in which technological, infrastructural, ethical, and human-capacity constraints can affect implementation. The paper adopted an analytical opinion-paper design rather than an empirical research design. Its arguments are developed through a critical and thematic synthesis of selected scholarly literature, policy-oriented publications, and conceptual works published principally between 2021 and 2026, supplemented where necessary by foundational theoretical sources. The discussion focused on automated grading, adaptive and personalised assessment, real-time feedback, academic-integrity monitoring, learning analytics, predictive assessment, and the implications of these applications for teaching practice and institutional effectiveness. The paper argued that AI should not be understood merely as a mechanism for automating assessment; rather, its greatest educational value lies in augmenting professional judgement, enabling timely feedback, supporting competency-based evaluation, and generating evidence for instructional decision-making. At the same time, concerns relating to algorithmic bias, privacy, transparency, academic integrity, digital inequality, infrastructure, staff preparedness, and overdependence on automated systems cannot be treated as secondary issues. The paper therefore advanced the position that responsible AI integration requires human oversight, curriculum redesign, educator capacity development, institutional investment, and clear ethical and governance arrangements. AI can strengthen business education assessment and evaluation, but only when technology serves sound pedagogical purposes rather than replacing professional educational judgement.