Experts debate AI role as useful tool or risky substitute in school exams
As enthusiasm grows, questions arise about whether AI is ready to act as the “examiner” and “corrector” in classrooms. Can algorithms accurately and fairly evaluate student performance? And should teachers trust machines with the sensitive task of assessment?
Several high schools across Kuwait have begun exploring ways to integrate artificial intelligence (AI) into test preparation and grading — a step aimed at making education more dynamic, personalized, and efficient.
These schools, according to Al-Rai daily, which adopted the technology before it became part of the tenth-grade computer science curriculum, found that AI can be more than a tool — it can reshape learning experiences by tailoring them to individual students.
However, as enthusiasm grows, questions arise about whether AI is ready to act as the “examiner” and “corrector” in classrooms. Can algorithms accurately and fairly evaluate student performance? And should teachers trust machines with the sensitive task of assessment?
Dr. Khaled Al-Rasheed, professor at Kuwait University’s College of Engineering, cautioned against relying on AI for exams at this stage, describing it as a “risk.”
He noted that the Ministry of Education is still in the early stages of integrating technology, calling for proactive steps but urging patience: “Artificial intelligence hasn’t taught our children or prepared their curricula yet — the basics are still unavailable.”
Information technology expert Dr. Qusay Al-Shatti echoed similar caution, emphasizing that AI cannot replace the human element in education. “Preparing or grading exams depends on the curriculum, which must be fully integrated into the system,” he said. “Otherwise, AI merely matches answers without understanding.” He warned that AI struggles with subjective or expressive tasks, such as essays, where teacher evaluation remains essential.
Meanwhile, Dr. Ahmed Al-Hunayan, professor at Abdullah Al-Salem University, stressed the importance of legislation and ethical frameworks before adopting AI in testing.
“AI can produce contradictory answers because it relies on stored data,” he explained, calling on UNESCO to establish a global mechanism for AI use in education. He noted that the European Union has already enacted laws governing artificial intelligence similar to the Cybercrime Act.
On a practical level, Nouf Al-Hajri, a computer science teacher at Al-Rabiya Girls’ High School, said AI can assist in question preparation, provided it has access to the curriculum’s content.
“It doesn’t create questions out of thin air,” she said. “It depends on the material provided — and even then, some questions may be duplicated or drawn from existing sources.”
As experts agree, AI holds enormous potential to transform education, but using it to assess student performance remains a complex issue that requires careful regulation, testing, and human oversight before full adoption.
