Institutional Readiness for Generative AI-Enhanced Assessment and Feedback in Higher Education: Evidence from an Exploratory Study

Abstract

The emergence of Generative Artificial Intelligence (GenAI) technology is changing the ways of assessment and feedback procedures in higher education institutions by allowing for a more flexible and personalized process of learning. However, the effective use of GenAI requires pedagogic design, governance, and implementation strategies. The current study will discuss the institutional prerequisites to implement GenAI in assessment and feedback procedures (Activity A2.2 of the Erasmus+ HEGenAI project). Empirical data were gathered using structured questionnaires completed by educators (n=61) and students (n=254). The descriptive approach involving frequencies, percentages, means, and standard deviations helped to investigate current usage of AI-supported assessment procedures, institutional requirements for GenAI adoption, ways of implementing GenAI, educational advantages of GenAI, and associated risks. The results showed that while GenAI is used extensively to facilitate assessment-related processes, the usage remains predominantly informal and non-institutionalised. It is argued that there is a need to use licensed GenAI solutions, to train educators, to redesign assessment processes, and also to develop an appropriate governance framework. Academic integrity, critical thinking, and AI dependency emerged as the most important risks requiring human attention.