Artificial Intelligence in Classroom Assessment in Nigerian Education

Abstract

This study investigated the application of Artificial Intelligence (AI) in classroom assessment within Nigerian tertiary educational institutions, focusing on its potentials to enhance feedback, promote academic integrity, and improve learning outcomes. The descriptive survey design was adopted, and data were collected from 500 randomly selected respondents across four tertiary institutions using a 20-item researcher-designed questionnaire. Chi-square statistical analysis was employed to test three null hypotheses. Findings revealed a statistically significant relationship between the use of AI technologies and the reduction of examination malpractice, as well as between AI-based assessment tools and the improvement of feedback quality. However, there was no significant association between infrastructure availability and AI readiness, indicating that infrastructure alone does not predict effective AI integration. These findings underscore the transformative potential of AI in promoting fair and efficient assessment practices but also highlight the need for teacher training, ethical safeguards, and strategic policy implementation. The study concludes that while AI holds promise for revolutionizing classroom assessment in Nigeria, its success depends on comprehensive institutional support, policy frameworks, and capacity building. Recommendations include increased investment in digital infrastructure, teacher professional development, and the formulation of clear guidelines to ensure ethical and effective deployment of AI tools in education.