Artificial intelligence is revolutionizing the way in which technology is conceived in society. While previously, its purpose was to simplify rule-based activities, it is nowadays a mean to aid humans in complex and unstructured data intensive decisions and to better understand human preferences and traits. As the business sector is already taking steps towards an intelligent digitalization of their activities and commercial offerings, the educational sector has foreseeable potential. The human examination process of written assignments, for instance, is an activity that can be improved through artificial intelligence as it consists of data intensive decisions, and at the same time, requires the teaching professor to focus on the individuality of the performance of each student. This research paper uses a case study approach to look at the opportunity of automating the human examination process with an already available artificial intelligence technology called automated essay scoring. As the current literature on automated essay scoring converges on the use of this tool within the context of primary and secondary education, this paper aims at expanding the topic to higher education. The case study of Copenhagen Business School is looked upon by analyzing how much resources are currently being spent on the examination process and how the stakeholders (teaching professors, students and university management) are experiencing it. In light of the human aspect of artificial intelligence, it was considered relevant to adopt a human centered design approach to investigate the case study. Given the technological challenges of developing an efficient solution while embracing the additional features suggested, a practical roadmap is presented at the end of the paper that directs and aids Copenhagen Business School. The result of this research brings to light several points. From the case study findings, it came out from teaching professors, students and university management that there is a need of finding a new way of handling the examination and feedback provisioning activity. Concerning the already available tools in the market, this research paper concludes with the additional features and capacities that automated essay scoring tools need in order to be implemented at higher education examinations.
|Educations||MSocSc in Organisational Innovation and Entrepreneurship , (Graduate Programme) Final Thesis|
|Number of pages||154|