What the study found
AI-driven technologies are changing assessment practices in management education, especially in how assessments are designed, set, graded, evaluated, and how feedback is provided. The study found that academics showed modification and augmentation in assessment design and setting, but only substitution in grading, evaluation, and feedback.
Why the authors say this matters
The authors conclude that AI tools may have promising prospects for assessment in education, especially in developing countries with similar economic, technological, social, and cultural conditions to Sri Lanka. The study suggests that understanding the drivers of these changes, especially normative pressure, may help explain how AI is being adopted in assessment tasks.
What the researchers tested
The researchers examined the impact of AI-driven technologies, including generative AI tools, automated grading and feedback systems, plagiarism detection tools, and adaptive learning platforms, on assessment models in management education at universities. They used 15 interviews, supplemented by documents, and analyzed the material using the SAMR model, which describes technology use as substitution, augmentation, modification, and redefinition, along with three isomorphic forces in new institutional sociology.
What worked and what didn't
In assessment design and setting, the findings indicate modification and augmentation levels of AI incorporation. For grading, evaluation, and feedback, the study reports only substitution-level use. Normative pressure was identified as the primary driving force behind AI integration in assessment design, setting, and feedback provision.
What to keep in mind
The study focuses on management education in Sri Lanka, so its findings are context-specific. The abstract does not describe detailed limitations beyond that scope, though it notes the number of interviews was determined by data saturation.
Key points
- AI-driven technologies are reshaping assessment in management education.
- Assessment design and setting showed modification and augmentation, according to the SAMR model.
- Grading, evaluation, and feedback showed only substitution-level AI use.
- Normative pressure was the main driver identified for AI integration.
- The study focused on management education in Sri Lanka and used 15 interviews plus documents.
Disclosure
- Research title:
- AI changes assessment practices in management education
- Authors:
- Amali Henadirage, B. T. K. Chathuranga, Nuwan Gunarathne
- Institutions:
- University of Sri Jayewardenepura
- Publication date:
- 2026-01-26
- OpenAlex record:
- View
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