TITLE:
Assessment of Students’ Tasks in the Era of Artificial Intelligence: Evidence from Higher Learning Institutions
AUTHORS:
Shadrack Mwakalinga, Chesko Tweve
KEYWORDS:
Assessment, Students’ Tasks, Artificial Intelligence, Higher Learning, Institutions
JOURNAL NAME:
Advances in Artificial Intelligence and Robotics Research,
Vol.2 No.1,
January
22,
2026
ABSTRACT: In this era of AI, educators are not sure if they are assessing AI-generated tasks, human-generated tasks, or both. This study is aimed at determining the perceptions of stakeholders on AI in higher education, identifying principles for using AI, suggesting policies that could facilitate ethical assessment, and presenting the ethical practices of AI in higher education. A mixed-method approach was used. The quantitative results from the questionnaire were analysed using charts and percentages, while qualitative results from interviews were analysed thematically. The findings from this study show that educators and students are aware of AI and its effects on assessment. Yet, most universities do not have principles and policies guiding the use of AI in teaching and learning, and assessment as well. The principles suggested were transparency, accountability, fairness, and integrity. Additionally, participants suggested that the percentages for accepting AI in students’ work should range from 0% to 15% for assignments, 0% to 25% for research work, or 0% to 35% for general academic grading. The study concludes by calling attention to universities to conduct seminars for educators and students on the ethical use of AI to enhance the responsible use of AI in Higher Education Assessment.