Abstract:

This study examines the impact of AI-driven automated assessment systems on academic performance within higher education institutions in Ghana. Utilizing a quantitative research methodology, 348 higher education teachers were surveyed to gather data on their experiences and perspectives regarding AI-driven assessment tools. The findings indicate that AI has the potential to enhance academic performance and streamline assessment processes. Most respondents believe that AI-driven assessments are accurate, provide timely feedback, and reduce teacher workload. However, challenges such as insufficient technological infrastructure, lack of training for educators, and resistance to new technologies were also identified. Data privacy and security, integration with existing technologies, and cost of implementation were significant barriers. The study highlights the need for comprehensive training, robust data protection measures, and institutional support to facilitate the effective adoption of AI in education.

Keywords:

AI-driven assessment, academic performance, higher education, automated assessment systems, educational technology integration.