Artificial Intelligence and Educational Assessment Equity: An Integrated Analysis Based on the Technology-Policy-Practice Framework

DOI

10.2991/978-2-38476-569-0_11How to use a DOI?

Keywords

AI in educational assessment; Educational equity; Technology-Policy-Practice framework

Abstract

Artificial intelligence (AI) technology is reshaping global educational assessment systems. While enhancing assessment efficiency, it has also sparked profound concerns regarding equity. This paper constructs a three-dimensional analytical framework—Technology-Policy-Practice (TPP)—to systematically examine the dual role of AI in educational assessment. Research indicates complex interactions among algorithmic biases at the technical level, imbalances in global governance at the policy level, and local agency at the practical level. AI assessment tools demonstrate efficiency advantages in automated scoring and personalized feedback, yet the data and algorithms they rely on may reproduce or even amplify existing educational inequalities. The study argues that achieving equity cannot rely solely on technical optimization but requires policy coordination and grassroots participation. By promoting technological transparency, building inclusive governance frameworks, and empowering teachers and communities through co-construction, AI can be transformed from an efficiency tool into a constructive force for advancing educational equity.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Ying Hu
PY  - 2026
DA  - 2026/05/01
TI  - Artificial Intelligence and Educational Assessment Equity: An Integrated Analysis Based on the Technology-Policy-Practice Framework
BT  - Proceedings of the 3rd International Conference on Educational Development and Social Sciences (EDSS 2026)
PB  - Atlantis Press
SP  - 84
EP  - 93
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-569-0_11
DO  - 10.2991/978-2-38476-569-0_11
ID  - Hu2026
ER  -