The development and introduction of AI language models have transformed the way humans and institutions interact with technology, enabling natural and intuitive communication between humans and machines. This paper conducts a competence-based analysis of ChatGPT’s task responses to provide insights into its language proficiency, critical analysis and reasoning ability, and structure and relevance of the responses. A multidisciplinary approach is adopted, drawing from multiple fields such as accounting, education, management, social work and law, to evaluate the responses generated by the AI to higher education assignments. This paper offers insights into the strengths and limitations of ChatGPT responses and identifies implications for the design and implementation of higher education assessment tasks.
Tenakwah E.S., Tenakwah E.J., Brady M., Said S., Ayilu R.K., Berman A., Boadu G., Parzakonis M., Kansiime P., Eyaa S. and Radavoi C. (2025) Assessment in the age of artificial intelligence: Interdisciplinary analysis of ChatGPT response to higher education assessment tasks. Knowledge Management & E-Learning An International Journal 17(1): 1-48. 10.34105/j.kmel.2025.17.001
@article{Tenakwah2025,
Title = {Assessment in the age of artificial intelligence: Interdisciplinary analysis of ChatGPT response to higher education assessment tasks},
Author = {Tenakwah, Emmanuel Senior and Tenakwah, Emmanuel Junior and Brady, Mark and Said, Shannon and Ayilu, Raymond Kwojori and Berman, Alan and Boadu, Gideon and Parzakonis, Michael and Kansiime, Penny and Eyaa, Sarah and Radavoi, Ciprian},
Editor = {},
Journal = {Knowledge Management & E-Learning An International Journal},
Year = {2025},
Pages = {1-48},
Volume = {17},
Doi = {10.34105/j.kmel.2025.17.001},
Abstract = {The development and introduction of AI language models have transformed the way humans and institutions interact with technology, enabling natural and intuitive communication between humans and machines. This paper conducts a competence-based analysis of ChatGPT’s task responses to provide insights into its language proficiency, critical analysis and reasoning ability, and structure and relevance of the responses. A multidisciplinary approach is adopted, drawing from multiple fields such as accounting, education, management, social work and law, to evaluate the responses generated by the AI to higher education assignments. This paper offers insights into the strengths and limitations of ChatGPT responses and identifies implications for the design and implementation of higher education assessment tasks.},
}
TY - JOUR
AU - Tenakwah, Emmanuel Senior
AU - Tenakwah, Emmanuel Junior
AU - Brady, Mark
AU - Said, Shannon
AU - Ayilu, Raymond Kwojori
AU - Berman, Alan
AU - Boadu, Gideon
AU - Parzakonis, Michael
AU - Kansiime, Penny
AU - Eyaa, Sarah
AU - Radavoi, Ciprian
TI - Assessment in the age of artificial intelligence: Interdisciplinary analysis of ChatGPT response to higher education assessment tasks
T2 - Knowledge Management & E-Learning An International Journal
PY - 2025
SP - 1-48
VL - 17
DO - 10.34105/j.kmel.2025.17.001
AB - The development and introduction of AI language models have transformed the way humans and institutions interact with technology, enabling natural and intuitive communication between humans and machines. This paper conducts a competence-based analysis of ChatGPT’s task responses to provide insights into its language proficiency, critical analysis and reasoning ability, and structure and relevance of the responses. A multidisciplinary approach is adopted, drawing from multiple fields such as accounting, education, management, social work and law, to evaluate the responses generated by the AI to higher education assignments. This paper offers insights into the strengths and limitations of ChatGPT responses and identifies implications for the design and implementation of higher education assessment tasks.
ER -
