Artificial Intelligence in Classroom Assessment: A Comprehensive Review of Applications, Comparative Effectiveness, and Implications for Nigerian Educational Contexts
Year: 2026
Type: article
Abstract: Artificial Intelligence (AI) is transforming classroom assessment by improving grading, feedback, assessment design, and learner support. This paper reviews recent empirical and theoretical literature on AI applications, comparative effectiveness, and implications for classroom assessment, with particular emphasis on the Nigerian educational context. The review synthesizes evidence on automated marking, AI-supported formative feedback, adaptive assessment, human–AI collaboration, and ethical issues. Artificial Intelligence improves assessment efficiency through faster grading, greater scoring consistency, immediate personalized feedback, and support for adaptive learning. However, a major drawback is that AI remains less effective in evaluating higher-order cognitive responses that require contextual understanding and professional judgment. Consequently, this paper advocates hybrid assessment models that combine AI capabilities with human expertise to enhance validity, fairness, and instructional effectiveness. In Nigeria, AI adoption remains limited due to inadequate digital infrastructure, insufficient teacher preparedness, policy gaps, financial constraints, and concerns about ethics, data privacy, and algorithmic bias. Despite these challenges, AI offers significant potential to improve assessment quality, learner engagement, and instructional decision-making. The paper concludes that effective AI integration requires supportive policies, investment in infrastructure, continuous professional development, and ethical governance. AI should therefore be viewed as a complementary tool that enhances, rather than replaces, human judgment in promoting equitable, valid, and learner-centered assessment
Authors: Imasuen , Kennedy, Obazee , Favour Aisosa
Institution: University of Benin
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7215494424