ASSESSMENT OF FACILITATORS’ STRATEGIES FOR MANAGING ARTIFICIAL INTELLIGENCE CHALLENGES IN HIGHER EDUCATION ASSESSMENT AND EVALUATION IN TANZANIA

Abstract

Adoption of Artificial Intelligence (AI) by higher learning institutions is transforming the processes of assessment and evaluation worldwide. In Tanzania, while there are documents and policies such as the Tanzania Development Vision 2025 (Government of Tanzania, 1999), the Education and Training Policy (Ministry of Education and Vocational Training, 2014), and the National ICT Policy (Ministry of Communications and ICT, 2003) that recognize the impact of technology on education, direct guidance on AI integration into assessment is not available. This study explores how facilitators in Tanzanian institutions of higher learning cope with challenges introduced by AI during assessment and evaluation. Documentary review and Semi-structured interviews was conducted with twelve purposively sampled facilitators in selected Higher Learnings Institution in Tanzania. The findings from the study revealed that the facilitators value AI because it is efficient and objective but face problems like plagiarism, unauthorized use of AI, and institutional lack of guidelines. Technical tools, pedagogical adjustments, and reliance on personal judgment are the coping mechanisms applied. The research recommends open policies discussions, capability building, and infrastructure support to enable ethical and effective use of AI.