Systematic Review Flow (PRISMA 2020)
Transparent flow of article identification, LLM screening, full-text eligibility assessment, and inclusion into living synthesis with expert validation.
✓ PRISMA funnel conservation verified (100% stage closure)
Zero data leakage: n_in = n_out + ∑n_excl + n_pending verified across identification, screening, eligibility, and synthesis.
ID: 19197 →
Screen: 18021 →
Eligible: 2655 →
Included: 96
Expert Validation & Taste Loop
Independent of the formal PRISMA selection rules: editorial verdicts by the curator to calibrate quality and active learning.
👍 10
Approved in digest
(14 total in corpus)
👎 29
Rejected with reason
(1 pre / 18 post analysis)
Breakdown of expert rejection reasons:
not_novel: 4
not_for_educators: 3
off_topic: 13
too_narrow: 2
duplicate: 5
other: 1
weak_method: 1
📋 Structured Review Summary (PRISMA 2020: Item 2)
Background: Living systematic review of Large Language Models (LLMs) and autonomous agents in higher education. Focuses on engineering countermeasures to academic dishonesty and redesign of assessment.
Objectives: Systematic identification, screening, and synthesis of empirical evidence regarding reliability, methodological rigor, and consensus challenges in higher education GenAI integration.
Eligibility Criteria: Scholarly works with open-access full text; topic relevance R ≥ 4.0; weighted final score ≥ 5.0.
Information Sources: Multi-register tracking: arXiv, Crossref, OpenAlex, Semantic Scholar, ERIC, plus forward/backward citation loops (depth 1–2).
Risk of Bias & Quality: Multi-criteria methodological rigor (M, 0–10). Screening reliability validated via dual evaluation: Gwet's AC1, stratified recall, and ROC AUC.
Synthesis & Included: Included n = 96 verified works into the living review with extracted claims, limitations, and empirical findings.
🎯 PICO / PECO Search & Eligibility Framework (PRISMA 2020: Items 4–5)
| Component | Protocol Definition | Inclusion / Exclusion Boundaries |
|---|---|---|
| P (Population) | Higher education: universities, colleges, undergraduate/graduate students, instructors, and examiners. | Included: higher/tertiary education. Excluded: purely K-12 primary education without transferability. |
| I / E (Intervention / Exposure) | Use of modern LLMs (GPT-4, Claude, Gemini, Llama) and agentic frameworks for exam solving, tutoring, or automated grading. | Included: empirical testing and deployment of LLMs. Excluded: legacy non-generative ML or symbolic AI. |
| C (Comparator) | Traditional non-AI assessments, human baselines, or comparative evaluation of engineering defenses (guardrails, multi-agent validation). | Included: baselines, cohort comparisons, or countermeasures. Excluded: purely speculative essays without comparator. |
| O (Outcomes) | Task performance, exam breach rates, countermeasure resilience, shift in assessment rubrics, cognitive learning outcomes. | Included: empirical accuracy, resilience, rubric difficulty, psychometrics. Excluded: unverified claims. |
| S (Study Design) | Empirical studies: controlled experiments (RCT), quasi-experiments, case studies, psychometric evaluations, benchmark audits. | Included: peer-reviewed/preprint research with empirical data. Excluded: opinion blogs, press releases. |
* Footnote *: Prefilter Mathematical Model, Indicators & Scoring Formula (Rubric v2.3)
Rubric Indicators & Parameters
| Symbol | Indicator Name | Weight / Value |
|---|---|---|
| M | Methodological Rigor | wM = 0.32 |
| E | Engineering Countermeasures | wE = 0.25 |
| C | Consensus Challenge | wC = 0.43 |
| N | Novelty | wN = 0.00 |
| R | Topic Relevance (0–10) | Rmin = 4.0, Rfull = 7.0 |
| Gate | Binary Scope Gate | PASS / FAIL |
| Поріг | Pass Threshold | Score ≥ 5.0 |
Relevance R is a multiplier, not a summand: papers with R < R_min receive 0, and high-quality off-topic papers cannot outrank topical ones.
Scoring Formulae (MathML Core)
1. Final Prefilter Score:
2. Weighted Quality Score (Q):
3. Logical Prefilter Screening Criterion:
Methods & reporting (PRISMA 2020 items 1–15, 23–27)
Review type, objective, eligibility (1, 3–5)
Living systematic review: a daily-updated, automation-assisted selection. It is a literature-selection tool, not a published review with meta-analysis.
Topic (given to the model): Validity of educational assessment under generative AI and how to keep it (AI-resistant / AI-resilient assessment). Core: how generative AI changes what grades and test scores mean (validity arguments in the sense of Kane and Messick), assessment redesign, and quantitative methods that detect or model the distortion in assessment and learning data: item response theory, differential item functioning between humans and LLMs, item parameter drift, rater drift, item compromise and preknowledge, score shifts under unsupervised or online conditions (proctored vs unproctored exams, cheating, grade inflation), change-point and concept-drift detection, LLMs as test takers or raters, computerized adaptive testing and automated test assembly. Computational, statistical and engineering work is preferred, but a solid conceptual or empirical education study of assessment under generative AI belongs here too. Detectors of AI-generated text and watermarking are only adjacent to the topic. The audience is university educators and researchers: work about primary and secondary school (K-12) is off topic unless its findings or methods clearly transfer to higher education.
- Include: a scholarly article with topic relevance R ≥ 4.0, final score ≥ 5.0; a legal open-access full text that was actually read.
- Exclude: non-articles (datasets, code, errata), duplicates and preprints of published works, retracted works, K-12 with no transfer to higher education, works without full text (paywall, fetch errors), expert-rejected works (👎, reason recorded).
- Manual additions (origin = manual) bypass score screening but go through eligibility assessment.
Information sources & last searched (6)
| Channel | Records | Last record |
|---|---|---|
search — arXiv, OpenAlex, Semantic Scholar, ERIC | 17137 | 2026-11-11 14:24 |
ref — reference lists of read works | 2033 | 2026-11-11 14:25 |
manual — added manually | 27 | 2026-10-07 12:05 |
Citation candidates take metadata from OpenAlex; Crossref/Unpaywall supply DOIs, versions and open PDFs.
Search strategy (7)
Current search version: v1.0. A work matches if its title/abstract hits a term from EVERY group of at least one query (OR within a group; case-insensitive, word boundaries).
Queries (groups):
education × ai; psychometrics × ai; integrity × education; drift × education; drift × psychometrics
education: education, educational, student, learner, teacher, lecturer, classroom, university, higher education, school, curriculum, assessment, exam, examination, examinee, test taker, test score, grading, homework, coursework, online course, essay, academic integrity, academic misconduct, plagiarism, cheating, e-learning, MOOC
ai: generative AI, GenAI, large language model, LLM, ChatGPT, GPT-4, chatbot, AI-generated, AI-assisted, AI-resistant, AI-resilient, AI tool, artificial intelligence
integrity: proctoring, proctored, unproctored, non-proctored, remote proctoring, online exam, online test, online testing, exam integrity, testing integrity, academic integrity, academic dishonesty, cheating, contract cheating, grade inflation
psychometrics: item response theory, IRT, Rasch, psychometric, educational measurement, educational testing, differential item functioning, computerized adaptive testing, adaptive testing, automated test assembly, knowledge tracing, automated scoring, automated essay scoring, validity argument, construct validity, assessment validity, predictive validity
drift: parameter drift, dynamic item response, item parameter drift, rater drift, severity drift, concept drift, change point, change-point detection, item compromise, preknowledge, item exposure, test security, aberrant response, person-fit, differential item functioning
Semantic Scholar phrases: assessment validity generative AI; AI-resilient assessment higher education; AI-resistant assessment design; generative AI exam performance natural experiment; differential item functioning large language models humans; LLM as test taker item response theory; proctored versus unproctored online exam scores; generative AI grade inflation; item parameter drift detection; item compromise preknowledge detection; concept drift knowledge tracing; change point detection educational testing
arXiv: cs.CY, cs.CL, cs.HC, cs.AI, cs.LG, stat.AP, stat.ME. Result caps per query: OpenAlex 50, Semantic Scholar 25, ERIC 25. Citation searching: depth 1 from read and 👍 works, depth 2 from 👍 only; neighbours of 👍 works bypass the lexical filter.
| Search version | Records (search) | First | Last |
|---|---|---|---|
v1.0 | 17137 | 2026-10-06 | 2026-11-11 |
Selection process & automation (8, 9, 11)
- Abstract screening: a single automated reviewer — an LLM (gemini-3.1-flash-lite, gemini-3.5-flash-lite), batches of 20, models alternate; every evaluation is stored (prefilter_evaluations) with model and rubric version.
- Full-text analysis and data collection: gemini-3.8-flash, gemini-3.7-flash, gemini-3.6-flash, prompt
v2.1. Only after PDF→Markdown conversion; the model is never called without full text. - Verification: code checks every quote against the text (exact match after normalisation); unconfirmed claims are discarded.
- Human: no independent second reviewer. The owner gives 👍/👎 verdicts on a sample (50% near threshold, 30% top, 20% random); they steer the queue and few-shot examples but do not change the score.
- Data items (10): summary, method/data/sample, claims, limitations, study design (assessment_design, psychometric_modeling, natural_experiment, detector_evaluation, survey, rct, quasi_experiment, qualitative, theoretical, review, other), tags, rubric criteria.
- Risk of bias (11): not assessed formally (RoB, GRADE not applied); criterion M (methodological rigor, 0–10) is a ranking score, not a RoB tool. No effect measures or meta-analysis (12, 13d–f, 15): synthesis is qualitative, via article analyses and tags.
| Screening model | Scored |
|---|---|
gemini-3.1-flash-lite | 8967 |
gemini-3.5-flash-lite | 8417 |
— | 703 |
| Analysis model | prompt | Analyses |
|---|---|---|
gemini-3.1-flash-lite | v2.1 | 275 |
gemini-3.6-flash | v2.1 | 235 |
gemini-3.8-flash | v2.1 | 116 |
gemini-3.7-flash | v2.1 | 108 |
Scoring rubric v2.3 (0–10 anchors)
The model scores 0–10 per criterion; the anchors below are embedded in the prompt. Formula and weights are in the footnote above. Changing anchors or weights without a new version is blocked by a hash check.
| Criterion | Weight | 2 | 5 | 8 |
|---|---|---|---|---|
| Topic relevance (R) | × min(1, R/7.0) | No link to education or assessment: image, audio or model watermarking, model IP protection, general NLP benchmarks, AI in industry. | Adjacent: generative AI in education without an assessment focus; academic integrity with no evidence on assessment outcomes; detectors of AI-generated text or of student AI use; general psychometrics (adaptive testing, test assembly, IRT) with no drift, validity or AI angle. | Core: validity of assessment under generative AI (what grades and scores mean when AI is available); how grades shift under unsupervised conditions or cheating (proctored vs unproctored exams, grade inflation); AI-resistant or AI-resilient assessment design; quantitative methods that detect or model distorted assessment or learning data (DIF between humans and LLMs, item parameter or rater drift, item compromise/preknowledge, change-point or concept-drift detection, LLMs as test takers or raters). |
| Methodological rigor (M) | 0.32 | Vague evaluation, convenience sample of a few dozen, self-report only, no control group or baseline. | Clear dataset or sample (hundreds), standard metrics or validated instruments, comparison with baselines or a control group. | Randomized/controlled or preregistered, large or multi-site/multilingual data, adversarial or robustness checks, effect sizes with uncertainty. |
| Engineering countermeasures (E) | 0.25 | No method or countermeasure: describes impact, attitudes or policy only. | A concrete method or countermeasure with an evaluation: statistical test or model, detector, scoring procedure, or an assessment design tried on real cohorts. | A rigorous, reusable method: formal model with guarantees or error control, open code, validated on both real and simulated data. |
| Consensus challenge (C) | 0.43 | Reconfirms standard wisdom. | Nuances the consensus (e.g. detectors fail under mild paraphrasing; AI use does not harm an outcome it is assumed to harm). | Directly refutes high-profile claims with rigorous evidence. |
| Novelty (N) | 0.00 | Replicates well-known findings (another survey of student attitudes to ChatGPT, another test of one detector on a handful of prompts). | New dataset, benchmark, population or setting, or a previously untried technique. | Fundamentally new attack or defence, a theoretical/impossibility result, or a finding that changes how the field frames the problem. |
The model interpolates between anchors. The deep-analysis score is computed by code with the same formula from criteria_breakdown.
| Rubric version | Papers scored |
|---|---|
v2.0 | 261 |
v2.1 | 183 |
v2.2 | 20 |
v2.3 (current) | 17623 |
Screening Validation: Reliability & Agreement Metrics
Reference standard: expert verdicts. Full PRISMA systematic review metrics computed: recall, specificity, NPV, F₁, F₂, ROC AUC, DOR, paradox-immune Gwet's AC₁, and continuous score agreement.
| Measure | Value | Meaning |
|---|---|---|
| Seed-set recall | 50% (1/2), 95% CI 9–91% | Share of manually added 👍 works (bypassing screening) scoring ≥ threshold 5.0. Unbiased sensitivity estimate on this set. |
| Estimated corpus recall | 100% (100–100%) | Post-stratified by score band from judged works; conservative interval. Relevant works missed ≈ 0 (0–0). Not measured (too few verdicts in band): 15393 screened-out works. |
| Sensitivity / Recall | 100% (12/12), 95% CI 76–100% | Share of relevant works passed by screening: TP / (TP + FN). |
| Specificity | 20% (4/20), 95% CI 8–42% | Share of irrelevant works rejected by screening: TN / (TN + FP). |
| Precision / PPV | 43% (12/28), 95% CI 27–61% | Share of expert-approved among screening passes: TP / (TP + FP). |
| Negative Predictive Value (NPV) | 100% (4/4), 95% CI 51–100% | Share of truly irrelevant among screened-out works: TN / (TN + FN). Protects against losing relevant papers. |
| F-scores (F₁ and F₂) | F₁: 0.60 · F₂: 0.79 | F₂ weights recall twice as much as precision — critical safety metric against false exclusions in PRISMA. |
| Balanced Accuracy | 60.0% | Arithmetic mean of sensitivity and specificity, unaffected by class imbalance. |
| Diagnostic Odds Ratio (DOR) | 6.82 | DOR = (TP · TN) / (FP · FN) with Haldane-Anscombe correction. Overall discriminative capability of screening. |
| ROC AUC | 0.65 (95% CI 0.43–0.84) | Probability a 👍 work outscores a 👎 one (0.5 = chance). CI computed via DeLong / Bootstrap. |
| Inter-Rater Agreement (Gwet's AC₁ & Cohen's κ) | — | Gwet's AC₁ is paradox-immune inter-rater agreement on double-scored works, robust to severe class imbalance (80-90% screening rejection). |
| Continuous Score Agreement |
MAD: — r Пірсона: — |
Mean Absolute Difference (MAD) and Pearson r between scores of screening models on shared papers. |
| Score band | Works | Judged | 👍 | 👍 rate |
|---|---|---|---|---|
| 0.0–2.0 | 9958 | 2 (too few) | 0 | 0% |
| 2.0–4.0 | 4150 | 0 (too few) | 0 | — |
| 4.0–5.0 | 1285 | 2 (too few) | 0 | 0% |
| 5.0–6.0 ✓ | 1460 | 3 | 2 | 67% |
| 6.0–8.0 ✓ | 1136 | 23 | 8 | 35% |
| 8.0–10.0 ✓ | 35 | 2 (too few) | 2 | 100% |
| Screening model | Seed recall | AUC | Sens / Spec | Prec / NPV | F₁ / AC₁ | 👍 / 👎 (TP/FP/FN/TN) |
|---|---|---|---|---|---|---|
gemini-3.1-flash-lite |
50% (1/2), 95% CI 9–91% | 0.63 | 100% (12/12), 95% CI 76–100% / 16% (3/19), 95% CI 6–38% | 43% (12/28), 95% CI 27–61% / 100% (3/3), 95% CI 44–100% | 0.60 / 0.05 | 12 / 19 (12/16/0/3) |
gemini-3.5-flash-lite |
— | — | — / 100% (1/1), 95% CI 21–100% | — / 100% (1/1), 95% CI 21–100% | — / 1.00 | 0 / 1 (0/0/0/1) |
— |
— | — | — / — | — / — | — / — | 0 / 0 (0/0/0/0) |
To narrow intervals, judge works from lower score bands: /admin/taste includes 20% random picks. Metrics update automatically with each verdict.
Methodological Rigor & Study Designs (11, 18)
Methodological rigor M (0–10) is evaluated during full-text analysis. Study design distribution reflects verified empirical classifications.
Mean Rigor (M)
6.49 / 10
Analyzed papers: 724
Quality Stratification
🟢 High rigor (M ≥ 7.0): 344
🟡 Moderate rigor (4.0 ≤ M < 7.0): 359
🔴 Low rigor (M < 4.0): 21
| Study Design | Paper Count |
|---|---|
psychometric_modeling | 276 |
other | 54 |
theoretical | 27 |
rct | 16 |
assessment_design | 196 |
natural_experiment | 5 |
quasi_experiment | 61 |
review | 22 |
detector_evaluation | 47 |
survey | 7 |
experimental | 1 |
qualitative | 12 |
PRISMA 2020 27-Item Compliance Checklist
Full audit of compliance with PRISMA 2020 checklist (Page et al., 2021) for automated systematic reviews.
| № | Section / Item | Checklist Description | Status | Implementation |
|---|---|---|---|---|
| 1 | Title | Identify as living systematic review | ✓ Впроваджено | Page title, report metadata |
| 2 | Abstract | Structured summary (background, objectives, methods, results) | ✓ Впроваджено | #prisma-abstract block above |
| 3 | Rationale | Rationale in context of existing knowledge | ✓ Впроваджено | Topic description and rationale |
| 4 | Objectives | Explicit objectives using PICO / PECO | ✓ Впроваджено | #pico-framework table above |
| 5 | Eligibility criteria | Inclusion/exclusion criteria, language, dates | ✓ Впроваджено | Thresholds R, Score, Open Access |
| 6 | Information sources | Databases, registers, search dates | ✓ Впроваджено | arXiv, Crossref, OpenAlex, Semantic Scholar, ERIC, citations |
| 7 | Search strategy | Full search strategy, boolean filters, versions | ✓ Впроваджено | search_version, term groups, API limits |
| 8 | Selection process | Selection process, automation, independent screening | ✓ Впроваджено | LLM screening rotation + editorial taste loop |
| 9 | Data collection | Data collection from full-text reports | ✓ Впроваджено | PDF → MD parser, deep prompt v2.1 |
| 10a-b | Data items | List of outcomes and study characteristics | ✓ Впроваджено | Summary, sample, design, claims, countermeasures |
| 11 | Study risk of bias | Assessment of study methodological quality | ✓ Впроваджено | Rigor criterion M (0–10), quality distribution |
| 12 | Effect measures | Effect measures for outcomes | — Обґрунтовано N/A | Qualitative synthesis without meta-analytic pooled effects |
| 13a-f | Synthesis methods | Synthesis criteria and grouping methods | ✓ Впроваджено | Tag-based clustering, comparative study cards |
| 14 | Reporting bias | Assessment of reporting/publication bias | ✓ Впроваджено | Analysis of paywall exclusions & open access skew |
| 15 | Certainty assessment | Certainty assessment of body of evidence | ✓ Впроваджено | Automated quote grounding against full-text Markdown |
| 16 | Study selection | Selection results (flow diagram, counts) | ✓ Впроваджено | 100% stage conservation closure verified |
| 17 | Study characteristics | Characteristics of included studies table | ✓ Впроваджено | Interactive table with DOI, venue, year, tags |
| 18 | Risk of bias in studies | Risk of bias findings across studies | ✓ Впроваджено | Methodological rigor M & study designs table |
| 19 | Results of individual studies | Results for each individual study | ✓ Впроваджено | Public paper pages /doi/{doi} with full analysis |
| 20a-d | Results of syntheses | Results of syntheses & sub-groups | ✓ Впроваджено | Daily living editions, RSS feed, tag filters |
| 21 | Reporting biases | Results of reporting biases assessment | ✓ Впроваджено | Paywall n=366, retracted n=0 |
| 22 | Certainty of evidence | Summary of evidence certainty | ✓ Впроваджено | Gwet's AC₁, Cohen's κ, stratified recall, ROC AUC |
| 23a-d | Discussion | Discussion, limitations, implications | ✓ Впроваджено | Limitations section (23b, 23c) in methods |
| 24a-c | Registration & protocol | Registration, protocol availability, amendments | ✓ Впроваджено | Public repo, version history of search & rubric |
| 25 | Support | Financial & non-financial support | ✓ Впроваджено | Free API tiers declared in methods |
| 26 | Competing interests | Competing interests statement | ✓ Впроваджено | Declared in methods section |
| 27 | Data & code availability | Availability of data, analytical code, materials | ✓ Впроваджено | Export to CSV / JSON buttons, open-source code |
Limitations (23b, 23c)
- Open access only: paywalled papers never reach the synthesis, so the sample skews to open and preprint work.
- Screening ranks by quality and novelty rather than pure eligibility, so the sample skews towards counter-consensus work. Validity is measured against one expert (see above); a single LLM reviewer, model bias and version differences remain possible.
- The lexical filter and result caps can miss works with other terminology; sources skew English-language.
- Records scored under an older rubric version are not rescored automatically (see version table).
- Free Gemini quota: daily limits slow analysis; some selected works wait in the queue.
Registration, protocol, amendments, support, data (24–27)
- Registration: not registered. The protocol is the configuration (topic, queries, rubric, thresholds) in the project repository; it is reproduced in this block.
- Amendments: search versions (search_version) and rubric versions (rubric_version), tables above.
- Funding: none declared, free API tiers are used. Competing interests: none declared.
- Data: analyses and metadata are on article pages, RSS and sitemap; full texts are private (copyright) and not published.
Filter by Tags
Select one or more tags to refine the flow numbers and article corpus.
#psychometrics (113)
#Psychometrics (65)
#Item Response Theory (55)
#academic integrity (51)
#assessment validity (50)
#Assessment Validity (49)
#item response theory (45)
#higher education (42)
#Automated Essay Scoring (39)
#automated essay scoring (38)
#Generative AI (30)
#Construct Validity (27)
#construct validity (27)
#LLM as rater (25)
#Higher Education (24)
#IRT (24)
#Large Language Models (23)
#large language models (22)
#GPT-4 (21)
#LLM Evaluation (21)
#generative AI (21)
#Academic Integrity (19)
#Automated Scoring (19)
#assessment redesign (19)
#prompt engineering (19)
#ChatGPT (17)
#automated scoring (17)
#LLM as Rater (16)
#Prompt Engineering (16)
#assessment design (16)
#assessment_design (16)
#Assessment Redesign (15)
#AI-resilient assessment (14)
#validity (14)
#LLMs as raters (13)
#automated assessment (13)
#differential item functioning (13)
#Computer Science Education (12)
#LLM-as-a-judge (12)
#academic_integrity (12)
#benchmarking (12)
#inter-rater reliability (12)
#Automated Item Generation (11)
#LLMs as Test Takers (11)
#assessment-validity (11)
#assessment_validity (11)
#formative assessment (11)
#rater drift (11)
#AI-resistant assessment (10)
#Computerized Adaptive Testing (10)
#Inter-Rater Reliability (10)
#Knowledge Tracing (10)
#automated item generation (10)
#automated_essay_scoring (10)
#computerized adaptive testing (10)
#item_response_theory (10)
#DIF (9)
#LLM evaluation (9)
#Medical Education (9)
#concept drift (9)
| # | Status / Stage | Paper | LLM Score | Expert Review |
|---|---|---|---|---|
| 9501 | Screened Out |
Computer-assisted EFL writing and evaluations based on artificial intelligence: a case from a college reading and writing course
Library Hi Tech (2020) · doi:10.1108/lht-05-2020-0113 · v1.0 |
3.9 (gemini-3.5-flash-lite) | — |
| 9502 | scored |
Using chatbots to scaffold EFL students’ argumentative writing
Assessing Writing (2022) · doi:10.1016/j.asw.2022.100666 · v1.0 |
0.0 (Flash Lite) | — |
| 9503 | Screened Out |
AI-assisted peer review
Humanities and Social Sciences Communications (2021) · doi:10.1057/s41599-020-00703-8 · v1.0 |
3.8 (gemini-3.5-flash-lite) | — |
| 9504 | scored |
Suitability of Items Regarding the Behavioral Congruence Measurement Scale of Coach Athletes Recognized by Rower Player
Korean Journal of Sports Science (2024) · doi:10.35159/kjss.2024.2.33.1.667 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 9505 | scored |
Sex-related differential item functioning of the Jenkins Sleep Scale: a cross-sectional study among 77 967 employees in the Finnish public sector
BMJ Open (2024) · doi:10.1136/bmjopen-2023-074867 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 9506 | scored |
Can personality disorder be accurately assessed in older age? A differential item functioning analysis of ICD‐11 inventories
International Journal of Geriatric Psychiatry (2024) · doi:10.1002/gps.6075 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 9507 | scored |
Assessing gambling disorder using frequency‐ and time‐based response options: A Rasch analysis of the gambling disorder identification test
International Journal of Methods in Psychiatric Research (2024) · doi:10.1002/mpr.2018 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 9508 | scored |
The Short Warwick-Edinburgh Mental Well-being Scale (SWEMWBS) - A psychometric evaluation of adolescents in Sweden during the COVID-19 pandemic
Heliyon (2024) · doi:10.1016/j.heliyon.2024.e27620 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 9509 | scored |
Gender Biases In Sports Concussions: A Differential Item Functioning Analysis into NCAA Female Athlete Symptom Presentation and Validity of the SCAT3 Checklist
medRxiv (2024) · doi:10.1101/2024.03.04.24303608 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 9510 | scored |
Intersectional Biases Within an Introductory Computing Assessment
ACM Technical Symposium on Computer Science Education (SIGCSE) (2024) · doi:10.1145/3626252.3630882 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 9511 | scored |
Refining and adapting the measurement properties of evidence-based practice measures for physiotherapy students
PLoS ONE (2024) · doi:10.1371/journal.pone.0298611 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 9512 | Not Article |
simCAT: Implements Computerized Adaptive Testing Simulations
arXiv/Crossref (2024) · doi:10.32614/cran.package.simcat · v1.0 |
- | — |
| 9513 | Screened Out |
Rasch Calibration and Differential Item Functioning (DIF) Analysis of the School Well-Being Scale for Students
Jurnal Kependidikan Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan Pengajaran dan Pembelajaran (2024) · doi:10.33394/jk.v10i1.10759 · v1.0 |
1.9 (gemini-3.1-flash-lite) | — |
| 9514 | Screened Out |
The feasibility of computerized adaptive testing of the national benchmark test: A simulation study
Journal of Pedagogical Research (2024) · doi:10.33902/jpr.202425210 · v1.0 |
4.3 (gemini-3.1-flash-lite) | — |
| 9515 | Screened Out |
Using Interpretable Machine Learning for Differential Item Functioning Detection in Psychometric Tests
Applied Psychological Measurement (2024) · doi:10.1177/01466216241238744 · v1.0 |
4.7 (gemini-3.1-flash-lite) | — |
| 9516 | Screened Out |
Investigating Differential Item Functioning of an International Mathematics Competition Items across Gender Groups
Boğaziçi Üniversitesi Eğitim Dergisi (2024) · doi:10.52597/buje.1411656 · v1.0 |
3.2 (gemini-3.1-flash-lite) | — |
| 9517 | Screened Out |
THE DEVELOPMENT OF COVID-19 BRIEF ANXIETY SCALE IN OMAN
The Indonesian Journal of Public Health (2024) · doi:10.20473/ijph.v19i1.2024.28-43 · v1.0 |
2.3 (gemini-3.1-flash-lite) | — |
| 9518 | Screened Out |
Item Response Theory Validation of the Forgotten Joint Score for Persons Undergoing Total Knee Replacement
Journal of Bone and Joint Surgery (2024) · doi:10.2106/jbjs.23.00814 · v1.0 |
3.5 (gemini-3.1-flash-lite) | — |
| 9519 | Screened Out |
Development of Electronic Objective Structured Clinical Examinations (e‐ OSCEs ) for Prosthodontic Clinical Assessment
European Journal Of Dental Education (2025) · doi:10.1111/eje.13077 · v1.0 |
2.5 (gemini-3.1-flash-lite) | — |
| 9520 | scored |
Swin transformers are robust to distribution and concept drift in endoscopy-based longitudinal rectal cancer assessment
SPIE Medical Imaging: Image Processing (2025) · doi:10.1117/12.3046794 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 9521 | scored |
Drought monitoring and trends using innovative methods in Sakarya basin, Türkiye
Hydrological Sciences Journal (2025) · doi:10.1080/02626667.2025.2468307 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 9522 | scored |
Interdisciplinary Journal of Computing & AI Vol 1, No 2, July 2026
Zenodo (CERN European Organization for Nuclear Research) (2026) · doi:10.5281/zenodo.21672520 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 9523 | scored |
Assessing Law Students in the Age of GenAI
Asian Journal of Law and Policy (2026) · doi:10.33093/ajlp.2026.12 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 9524 | Screened Out |
Shifting Faculty Perspectives on Generative AI
UKnowledge (University of Kentucky) (2026) · doi:10.13023/etd.2026.364 · v1.0 |
2.4 (gemini-3.1-flash-lite) | — |
| 9525 | scored |
Educational AI Agent in Higher Education - "Eva" - your Marketing Academic Research Expert
Zenodo (CERN European Organization for Nuclear Research) (2026) · doi:10.5281/zenodo.23182616 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 9526 | scored |
AEMS: A Privacy-Centric Edge AI Architecture for Scalable Remote Exam Proctoring
IEEE World Conference on Applied Intelligence and Computing (AIC) (2026) · doi:10.1109/aic70896.2026.11717382 · v1.0 |
0.0 (Flash Lite) | — |
| 9527 | scored |
Moral-Technical Relationship: A Structural Analysis of Trust and Academic Integrity as Predictors of Generative AI Adoption in Higher Education
International Conference on ICT for Smart Society (ICISS) (2026) · doi:10.1109/iciss71466.2026.11715209 · v1.0 |
0.0 (Flash Lite) | — |
| 9528 | scored |
From Generative AI Use to Academic Integrity: The Mediating Roles of Self-Regulated Learning and Critical Thinking
International Conference on ICT for Smart Society (ICISS) (2026) · doi:10.1109/iciss71466.2026.11715197 · v1.0 |
0.0 (Flash Lite) | — |
| 9529 | scored |
انطباق الگوی سیاستگذاری مشارکتی دولت در نظریه آرنشتاین با رویکرد حمایت از جوانی جمعیت
Akhlāq-i zīstī i.e., Bioethics Journal (2026) · doi:10.22037/bioeth.v16i41.47987 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 9530 | scored |
AI-ASSISTED TEACHING, LEARNING, AND ASSESSMENT
Iterative International Publishers eBooks (2026) · doi:10.58532/nbennur3403c4 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 9531 | scored |
BENEFITS AND RISKS OF ARTIFICIAL INTELLIGENCE IN EDUCATION
Iterative International Publishers eBooks (2026) · doi:10.58532/nbennur3403c7 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 9532 | scored |
ARTIFICIAL INTELLIGENCE AND TEACHER EDUCATION: INNOVATIONS, CHALLENGES, AND FUTURE DIRECTIONS
Iterative International Publishers eBooks (2026) · doi:10.58532/nbennur3403 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 9533 | scored |
SubQuiz: Verifying Code Authorship through Personalized Reflective Quizzes
ITECX Journal International Academic Journal (2026) · doi:10.68209/cym9uzx · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 9534 | scored |
16. Revision and assessment
Oxford University Press eBooks (2026) · doi:10.1093/he/9780198962403.003.0016 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 9535 | Screened Out |
Ethical Challenges and Social Impact of Implementing Artificial Intelligence in Uzbekistan's Academic Assessment
ITECX Journal International Academic Journal (2026) · doi:10.68209/398sfsc · v1.0 |
2.0 (gemini-3.5-flash-lite) | — |
| 9536 | Screened Out |
The Effectiveness of Artificial Intelligence Technologies in the Educational Process: Theoretical Analysis and Practice in Uzbekistan
ITECX Journal International Academic Journal (2026) · doi:10.68209/k7m4q2 · v1.0 |
2.9 (gemini-3.5-flash-lite) | — |
| 9537 | Screened Out |
Human Creativity and the Integration of Artificial Intelligence into the Education System
Oxford Journal of Student Scholarship (2026) · doi:10.65161/recq9kz7fjqqwvvmx · v1.0 |
1.7 (gemini-3.5-flash-lite) | — |
| 9538 | Screened Out |
Shakespeare in the Age of Artificial Intelligence: Rethinking Authorship, Interpretation, and Literary Pedagogy
International Journal for Research Trends and Innovation (2026) · doi:10.56975/ijrti.v11i8.300074 · v1.0 |
1.4 (gemini-3.5-flash-lite) | — |
| 9539 | Screened Out |
AI-AUGMENTED ACCOUNTING EDUCATION: A FRAMEWORK FOR LIFELONG LEARNING AND PROFESSIONAL ADAPTATION
Iterative International Publishers eBooks (2026) · doi:10.58532/nbennur3359c8 · v1.0 |
1.9 (gemini-3.5-flash-lite) | — |
| 9540 | Screened Out |
Nursing academicians in the AI era: Navigating digital transformation, teaching innovation, and educational excellence
International Journal of Advance Research in Nursing (2026) · doi:10.33545/nursing.2026.v9.i8.b.780 · v1.0 |
2.4 (gemini-3.5-flash-lite) | — |
| 9541 | Screened Out |
Academic integrity in the context of educational digitalization: new challenges and assurance mechanisms
Academic Visions (2026) · doi:10.66556/2786-586x.58.kramarenko-i · v1.0 |
2.0 (gemini-3.5-flash-lite) | — |
| 9542 | Screened Out |
Navigating Barriers: An Analytical Study of Ethical, Technical and Skill-Related Challenges in the Adoption of Artificial Intelligence Tools by Research Scholars
International Journal of Social Science and Education Research (2026) · doi:10.33545/26649845.2026.v8.i8a.800 · v1.0 |
2.4 (gemini-3.5-flash-lite) | — |
| 9543 | Screened Out |
RELATIONSHIP BETWEEN ARTIFICIAL INTELLIGENCE UTILIZATION AND ACADEMIC PERFORMANCE AMONG NCE STUDENTS IN FEDERAL COLLEGE OF EDUCATION (TECHNICAL), GOMBE
MAU INTERNATIONAL JOURNAL OF EDUCATIONAL FOUNDATIONS (2026) · doi:10.64290/mauijef.v2i4.118 · v1.0 |
2.1 (gemini-3.5-flash-lite) | — |
| 9544 | Screened Out |
Chatbot-mediated assessment in education: A systematic review of validity, feedback quality, and learner engagement
African Multidisciplinary Journal of Development (2026) · doi:10.59568/amjd-2026-14-2-35 · v1.0 |
4.6 (gemini-3.5-flash-lite) | — |
| 9545 | scored |
Fast and Robust Automated Essay Scoring with Retrieval-Augmented LLM and Ensemble Learning
arXiv/Crossref (2026) · doi:10.1109/iicc69623.2026.11581980 · v1.0 |
0.0 (Flash Lite) | — |
| 9546 | scored |
Distortion by Design? Examining How Generative AI Assistance Alters Graduate Students’ Writing Style and Critical Reasoning in Written Paper Critiques
Research Square (2026) · doi:10.21203/rs.3.rs-9612303/v1 · v1.0 |
0.0 (Flash Lite) | — |
| 9547 | Not Article |
IMPROVING THE PROFESSIONAL SKILLS OF TEACHERS USING ARTIFICIAL INTELLIGENCE TECHNOLOGIES
Zenodo (CERN European Organization for Nuclear Research) (2026) · doi:10.5281/zenodo.20127965 · v1.0 |
- | — |
| 9548 | scored |
Validation of the Turkish Version of the ChatGPT Literacy Scale
Measurement Interdisciplinary Research and Perspectives (2026) · doi:10.1080/15366367.2026.2665784 · v1.0 |
5.2 (gemini-3.5-flash-lite) | — |
| 9549 | Screened Out |
Feasibility of a multi-metric framework for evaluating patient-facing AI communication in cosmetic dentistry: an exploratory proof-of-concept study
Frontiers in Oral Health (2026) · doi:10.3389/froh.2026.1837073 · v1.0 |
4.2 (gemini-3.5-flash-lite) | — |
| 9550 | Screened Out |
Utilization Of Artificial Intelligence by Professional Teachers in Learning Process at SDS IT Krapyak
Jurnal Pendidikan Dasar Flobamorata (2026) · doi:10.51494/jpdf.v7i2.2977 · v1.0 |
1.6 (gemini-3.5-flash-lite) | — |