Developing validity arguments for artificial intelligence-based assessment: Balancing affordances and threats.

IF 6.2 1区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Martin G Tolsgaard, Lawrence Grierson, Martin V Pusic, Laurah Turner
{"title":"Developing validity arguments for artificial intelligence-based assessment: Balancing affordances and threats.","authors":"Martin G Tolsgaard, Lawrence Grierson, Martin V Pusic, Laurah Turner","doi":"10.1111/medu.70309","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Artificial intelligence (AI) is increasingly used to generate, score and interpret educational assessment, yet these applications are being adopted in a largely unregulated environment. This creates a paradox: Whereas AI systems used in clinical care are subject to formal scrutiny for safety, performance and monitoring, AI systems used to inform consequential decisions about learner progression and future clinical practice are not. Existing validity frameworks remain useful but may not fully account for AI-specific threats.</p><p><strong>Methods: </strong>We conducted a state-of-the-science conceptual review examining validity for AI-based assessment through Kane's four inferences: scoring, generalisation, extrapolation and implications. We integrated conceptual and empirical literature from medical education and adjacent AI evaluation fields to identify major threats, evidence needs and practical implications for defensible AI-based assessment use.</p><p><strong>Results: </strong>AI introduces distinct validity threats across the inferential chain. For scoring, key risks include construct contamination, prompt instability and limited explainability. For generalisation, domain shift, rater culture differences and temporal drift threaten reproducibility across settings and time. For extrapolation, AI may alter the construct being assessed, making explicit construct definition essential to defensible interpretation. For implications, risks include subgroup inequities, automation bias, deskilling, weak accountability and erosion of academic integrity. Across these inferences, we identified seven cross-cutting mechanisms that can operate as either threats or affordances depending on design and governance.</p><p><strong>Conclusions: </strong>Validity for AI-based assessment should be approached as ongoing governance of a sociotechnical system rather than one-time validation of a static instrument or assessment process. Defensible adoption requires explicit validity arguments, auditability, multi-site evaluation and continuous consequence monitoring that is aware of the specific AI affordances and threats.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":6.2000,"publicationDate":"2026-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Medical Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1111/medu.70309","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0

Abstract

Background: Artificial intelligence (AI) is increasingly used to generate, score and interpret educational assessment, yet these applications are being adopted in a largely unregulated environment. This creates a paradox: Whereas AI systems used in clinical care are subject to formal scrutiny for safety, performance and monitoring, AI systems used to inform consequential decisions about learner progression and future clinical practice are not. Existing validity frameworks remain useful but may not fully account for AI-specific threats.

Methods: We conducted a state-of-the-science conceptual review examining validity for AI-based assessment through Kane's four inferences: scoring, generalisation, extrapolation and implications. We integrated conceptual and empirical literature from medical education and adjacent AI evaluation fields to identify major threats, evidence needs and practical implications for defensible AI-based assessment use.

Results: AI introduces distinct validity threats across the inferential chain. For scoring, key risks include construct contamination, prompt instability and limited explainability. For generalisation, domain shift, rater culture differences and temporal drift threaten reproducibility across settings and time. For extrapolation, AI may alter the construct being assessed, making explicit construct definition essential to defensible interpretation. For implications, risks include subgroup inequities, automation bias, deskilling, weak accountability and erosion of academic integrity. Across these inferences, we identified seven cross-cutting mechanisms that can operate as either threats or affordances depending on design and governance.

Conclusions: Validity for AI-based assessment should be approached as ongoing governance of a sociotechnical system rather than one-time validation of a static instrument or assessment process. Defensible adoption requires explicit validity arguments, auditability, multi-site evaluation and continuous consequence monitoring that is aware of the specific AI affordances and threats.

为基于人工智能的评估开发有效性论证:平衡能力和威胁。
背景:人工智能(AI)越来越多地用于生成、评分和解释教育评估,但这些应用程序在很大程度上是在不受监管的环境中采用的。这就产生了一个悖论:尽管用于临床护理的人工智能系统在安全性、性能和监控方面受到正式审查,但用于为学习者进步和未来临床实践的重要决策提供信息的人工智能系统却没有受到正式审查。现有的有效性框架仍然有用,但可能无法完全解释人工智能特定的威胁。方法:我们通过凯恩的四个推论:评分、概括、外推和暗示,对基于人工智能的评估的有效性进行了科学的概念回顾。我们整合了来自医学教育和邻近人工智能评估领域的概念和经验文献,以确定主要威胁、证据需求和可辩护的基于人工智能的评估使用的实际意义。结果:人工智能在整个推理链中引入了明显的有效性威胁。对于评分,主要风险包括结构污染,提示不稳定性和有限的可解释性。概括地说,领域转移、文化差异和时间漂移威胁着跨环境和时间的可重复性。对于外推,人工智能可能会改变被评估的结构,使明确的结构定义对可辩护的解释至关重要。就影响而言,风险包括子群体不平等、自动化偏见、去技能化、问责制薄弱和学术诚信受到侵蚀。通过这些推论,我们确定了7个横切机制,根据设计和治理,这些机制可以作为威胁或支持进行操作。结论:基于人工智能的评估的有效性应该作为社会技术系统的持续治理来处理,而不是对静态工具或评估过程的一次性验证。可辩护的采用需要明确的有效性论证、可审计性、多站点评估和持续的后果监控,这些都需要意识到特定的人工智能功能和威胁。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
Medical Education
Medical Education 医学-卫生保健
CiteScore
8.40
自引率
10.00%
发文量
279
审稿时长
4-8 weeks
期刊介绍: Medical Education seeks to be the pre-eminent journal in the field of education for health care professionals, and publishes material of the highest quality, reflecting world wide or provocative issues and perspectives. The journal welcomes high quality papers on all aspects of health professional education including; -undergraduate education -postgraduate training -continuing professional development -interprofessional education
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:604180095
Book学术官方微信
小红书