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: 20150 →
Screen: 18986 →
Eligible: 2773 →
Included: 102
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 = 102 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 | 18044 | 2026-11-13 16:07 |
ref — reference lists of read works | 2079 | 2026-11-13 14:28 |
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 | 18044 | 2026-10-06 | 2026-11-13 |
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 | 9469 |
gemini-3.5-flash-lite | 8853 |
— | 730 |
| Analysis model | prompt | Analyses |
|---|---|---|
gemini-3.1-flash-lite | v2.1 | 275 |
gemini-3.6-flash | v2.1 | 263 |
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) | 18588 |
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): 16240 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 | 10505 | 2 (too few) | 0 | 0% |
| 2.0–4.0 | 4380 | 0 (too few) | 0 | — |
| 4.0–5.0 | 1355 | 2 (too few) | 0 | 0% |
| 5.0–6.0 ✓ | 1528 | 3 | 2 | 67% |
| 6.0–8.0 ✓ | 1184 | 23 | 8 | 35% |
| 8.0–10.0 ✓ | 37 | 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)
6.46 / 10
Analyzed papers: 752
Quality Stratification
🟢 High rigor (M ≥ 7.0): 355
🟡 Moderate rigor (4.0 ≤ M < 7.0): 371
🔴 Low rigor (M < 4.0): 26
| Study Design | Paper Count |
|---|---|
psychometric_modeling | 286 |
other | 54 |
theoretical | 27 |
rct | 17 |
assessment_design | 209 |
natural_experiment | 5 |
quasi_experiment | 61 |
review | 24 |
detector_evaluation | 48 |
survey | 7 |
experimental | 1 |
qualitative | 13 |
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=384, 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 (115)
#Psychometrics (71)
#Item Response Theory (60)
#academic integrity (52)
#assessment validity (52)
#Assessment Validity (51)
#item response theory (46)
#Automated Essay Scoring (43)
#higher education (43)
#automated essay scoring (40)
#Generative AI (32)
#Construct Validity (31)
#construct validity (27)
#LLM as rater (26)
#Large Language Models (25)
#Higher Education (24)
#IRT (24)
#large language models (24)
#LLM Evaluation (23)
#GPT-4 (22)
#generative AI (22)
#assessment redesign (20)
#Academic Integrity (19)
#Automated Scoring (19)
#prompt engineering (19)
#ChatGPT (18)
#LLM as Rater (17)
#Prompt Engineering (17)
#automated scoring (17)
#Assessment Redesign (16)
#assessment design (16)
#assessment_design (16)
#AI-resilient assessment (14)
#validity (14)
#LLMs as raters (13)
#automated assessment (13)
#differential item functioning (13)
#Computer Science Education (12)
#Computerized Adaptive Testing (12)
#LLM-as-a-judge (12)
#academic_integrity (12)
#benchmarking (12)
#formative assessment (12)
#inter-rater reliability (12)
#Automated Item Generation (11)
#Differential Item Functioning (11)
#Knowledge Tracing (11)
#LLMs as Test Takers (11)
#Quadratic Weighted Kappa (11)
#assessment-validity (11)
#assessment_validity (11)
#rater drift (11)
#AI-resistant assessment (10)
#Inter-Rater Reliability (10)
#automated item generation (10)
#automated_essay_scoring (10)
#computerized adaptive testing (10)
#item_response_theory (10)
#AI-Resilient Assessment (9)
#DIF (9)
| # | Status / Stage | Paper | LLM Score | Expert Review |
|---|---|---|---|---|
| 13351 | Screened Out |
L'intégration de l'intelligence artificielle dans l'enseignement supérieur au Maroc : facteurs d'adoption et intention d'usage futur
African Scientific Journal (2026) · doi:10.5281/zenodo.23119570 · v1.0 |
3.3 (gemini-3.5-flash-lite) | — |
| 13352 | scored |
Risk prediction models of non-suicidal self-injury among adolescents: a systematic review and meta-analysis
BMC Psychiatry (2026) · doi:10.1186/s12888-026-08719-1 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 13353 | Not Article |
Kafka's Nonexistent Author and the Prehistory of Nonhuman Literary Criticism
Zenodo (CERN European Organization for Nuclear Research) (2026) · doi:10.5281/zenodo.23112748 · v1.0 |
- | — |
| 13354 | scored |
Explainable machine learning and deep learning models for predicting in-hospital mortality in burn patients
Scientific Reports (2026) · doi:10.1038/s41598-026-73630-4 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 13355 | scored |
THE WATCHERS
Zenodo (CERN European Organization for Nuclear Research) (2026) · doi:10.5281/zenodo.23125324 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 13356 | scored |
Examining differential item functioning and group differences across student and community samples on the Personality Inventory for the DSM-V-Short Form
African Journal of Psychological Assessment (2025) · doi:10.4102/ajopa.v7i0.175 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 13357 | scored |
An assessment of creativity style inventory: A Rasch model
Journal of Creativity (2025) · doi:10.1016/j.yjoc.2025.100110 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 13358 | scored |
Psychometric Evaluation of the SWEMWBS in Adolescents in English, Spanish, and French
arXiv/Crossref (2025) · doi:10.31234/osf.io/8bsy9_v1 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 13359 | scored |
Psychometric evaluation of the Brief Multidimensional Students' Life Satisfaction Scale (BMSLSS) in Chilean early adolescents: an Item Response Theory analysis
Frontiers in Psychology (2025) · doi:10.3389/fpsyg.2025.1638017 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 13360 | Screened Out |
Replication of the Police and Law Enforcement (PLE) Scale and extension to intersectional race/ethnicity and gender identity groupings.
Cultural Diversity & Ethnic Minority Psychology (2025) · doi:10.1037/cdp0000775 · v1.0 |
3.4 (gemini-3.5-flash-lite) | — |
| 13361 | Screened Out |
Examining the Psychometric Properties of the Westside Test Anxiety Scale Using the Rasch Model: Evidence from Nigerian Undergraduates
Pertanika journal of social science & humanities (2025) · doi:10.47836/pjssh.33.4.12 · v1.0 |
2.4 (gemini-3.5-flash-lite) | — |
| 13362 | Screened Out |
Urban–Remote Disparities in Taiwanese Eighth-Grade Students’ Science Performance in Matter-Related Domains: Mixed-Methods Evidence from TIMSS 2019
Education Sciences (2025) · doi:10.3390/educsci15091262 · v1.0 |
3.4 (gemini-3.5-flash-lite) | — |
| 13363 | Screened Out |
Evidence That the DSM‐5‐TR Eating Disorder Criteria Perform Differently Across Cisgender and Transgender or Gender Diverse Individuals Using the Eating Disorder Diagnostic Scale
International Journal of Eating Disorders (2025) · doi:10.1002/eat.24554 · v1.0 |
3.4 (gemini-3.5-flash-lite) | — |
| 13364 | Screened Out |
Gender-related differential item functioning in SweSAT verbal subtests: the role of extramural English activities in first and foreign language performance
Frontiers in Education (2025) · doi:10.3389/feduc.2025.1656734 · v1.0 |
4.2 (gemini-3.5-flash-lite) | — |
| 13365 | Not Article |
Supplemental Material for Differential Item Functioning of Teacher-Rated Universal Mental Health Screening in Elementary Schools
School Psychology (2025) · doi:10.1037/spq0000712.supp · v1.0 |
- | — |
| 13366 | Screened Out |
A Differential Item Functioning Analysis of the Alternative Model of Personality Disorders Across Younger and Older Age Groups
The International Journal of Aging and Human Development (2025) · doi:10.1177/00914150251382807 · v1.0 |
3.1 (gemini-3.5-flash-lite) | — |
| 13367 | Screened Out |
Assessment of psychometric validity and cross-cultural differential item functioning of the Doleur Neuropatique en 4 questions interview and the pain domain of the Western Ontario and McMaster Universities Osteoarthritis Index
medRxiv (2025) · doi:10.1101/2025.09.24.25336543 · v1.0 |
2.4 (gemini-3.5-flash-lite) | — |
| 13368 | Screened Out |
Rasch analysis of the six items, self-reported Hamilton depression scale in Chinese patients with major depressive disorder
BMC Psychology (2025) · doi:10.1186/s40359-025-03341-4 · v1.0 |
2.8 (gemini-3.5-flash-lite) | — |
| 13369 | Screened Out |
Differential Item Functioning (DIF) of senior school SS II students' mathematics achievement test in ABI local government area cross river state Nigeria
Zenodo (CERN European Organization for Nuclear Research) (2025) · doi:10.5281/zenodo.17757379 · v1.0 |
2.2 (gemini-3.5-flash-lite) | — |
| 13370 | Screened Out |
A Comparison of the Prediction Accuracy for Latent Traits of Replenished Items in Multidimensional Adaptive Testing
교육평가연구 (2025) · doi:10.31158/jeev.2025.38.3.499 · v1.0 |
3.8 (gemini-3.5-flash-lite) | — |
| 13371 | Screened Out |
Proving Item Quality For Measuring Students Critical Thinking Skills In Natural Science Subject: A Rasch Model Measurement Analysis
Jurnal IPA & Pembelajaran IPA (2025) · doi:10.24815/jipi.v9i3.48718 · v1.0 |
2.6 (gemini-3.5-flash-lite) | — |
| 13372 | scored |
AI-ENABLED PUBLIC GOVERNANCE IN DEVELOPING STATES: SERVICE DELIVERY GAINS, ACCOUNTABILITY RISKS, AND A PRACTICAL RISK-BASED REGULATORY MODEL
Lex localis - Journal of Local Self-Government (2026) · doi:10.52152/wja5db40 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 13373 | scored |
Changepoint Detection in Multivariate Climate Time Series: Performance Assessment of Hybrid PELT+RF Against Baseline PELT
Zenodo (CERN European Organization for Nuclear Research) (2026) · doi:10.5281/zenodo.20385507 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 13374 | Screened Out |
Curriculum Innovation: Training the Front Line
Neurology Education (2026) · doi:10.1212/ne9.0000000000200286 · v1.0 |
2.2 (gemini-3.5-flash-lite) | — |
| 13375 | scored |
Evaluating network features for risk assessment in fish and seafood safety notification systems: A machine learning investigation
Results in Engineering (2026) · doi:10.1016/j.rineng.2026.109106 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 13376 | scored |
Attribution of runoff change and evaluation of water-balance closure based on a Budyko combined method of zonation, connectivity, and closure: a case study of the Xihan River basin in Northwest China
Ecological Indicators (2026) · doi:10.1016/j.ecolind.2026.114623 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 13377 | scored |
A Holistic Survey of Sentiment Analysis: Emerging Approaches, Research Challenges and Future Directions
arXiv/Crossref (2026) · doi:10.1109/iccces62661.2026.11436880 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 13378 | scored |
Monitoring a Community's Emotional Landscape: Harnessing Social Media Data to Enhance Telemedicine Services for Mental Health During Disaster
Computational Intelligence (2026) · doi:10.1111/coin.70183 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 13379 | scored |
An Effective Variance Change Detection Method for Data With Constantly Changing Mean Function
Stat (2026) · doi:10.1002/sta4.70114 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 13380 | scored |
INTELLIGENT ANALYTICS IN BUSINESS AND COMMERCE: EMERGING TRENDS AND APPLICATIONS
Iterative International Publishers eBooks (2026) · doi:10.58532/nbennur3328 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 13381 | Screened Out |
Impact of Artificial Intelligence on Higher Education: Opportunities and Challenges
International Journal for Research Trends and Innovation (2026) · doi:10.56975/ijrti.v11i9.300734 · v1.0 |
1.7 (gemini-3.1-flash-lite) | — |
| 13382 | Screened Out |
PENGETAHUAN FIKIH MUAMALAH KONTEMPORER TENTANG PEMANFAATAN ARTIFICIAL INTELLIGENCE SEBAGAI BASIS KESADARAN HUKUM SISWA MADRASAH ALIYAH
Jurnal Ilmiah Galuh Justisi (2026) · doi:10.25157/justisi.v14i2.25132 · v1.0 |
2.1 (gemini-3.1-flash-lite) | — |
| 13383 | scored |
A game-theoretic approach to customer rating of hotels on OTA platforms
Digital Commons - University of South Florida (University of South Florida) (2026) · doi:10.5038/2640-6489.11.2.1372 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 13384 | scored |
Safeguarding academic integrity in the age of generative artificial intelligence across dental research, publishing, and clinical practice
The Journal of the American Dental Association (2026) · doi:10.1016/j.adaj.2026.07.016 · v1.0 |
0.0 (Flash Lite) | — |
| 13385 | Screened Out |
Effective Use of Artificial Intelligence Capabilities in The Educational Process
International Journal of Pedagogics (2026) · doi:10.37547/ijp/volume06issue09-17 · v1.0 |
1.7 (gemini-3.1-flash-lite) | — |
| 13386 | scored |
Space-Charge Distortion Calibration in the ALICE TPC: A Full Machine Learning Exploration Report
CERN Document Server (European Organization for Nuclear Research) (2026) · doi:10.17181/a64s7-1hh75 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 13387 | Screened Out |
المعرفة بالذكاء الاصطناعي والاستخدام المسؤول له في التعليم العالي السوداني: مراجعة سردية وإطار عملي
Humanitarian and Natural Sciences Journal (2026) · doi:10.53796/hnsj79/56 · v1.0 |
2.4 (gemini-3.1-flash-lite) | — |
| 13388 | Screened Out |
“Managing Academic Dishonesty in The Age of Ai: Challenges and Solutions for University Examinations.”
IOSR Journal of Humanities and Social Science (2026) · doi:10.9790/0837-3109026892 · v1.0 |
3.8 (gemini-3.1-flash-lite) | — |
| 13389 | Screened Out |
Evaluation at Reaction-Level of an ‘Online Certificate Course on Digital Health’ of Six-Weeks duration for Healthcare Professionals: A Kirkpatrick Level 1 Analysis
International Journal for Research Trends and Innovation (2026) · doi:10.56975/ijrti.v11i9.300401 · v1.0 |
2.1 (gemini-3.1-flash-lite) | — |
| 13390 | Screened Out |
Reimagining academic integrity in computing education: designing inclusive group assessments with ethical AI guidance
IET conference proceedings. (2026) · doi:10.1049/icp.2026.3614 · v1.0 |
3.1 (gemini-3.1-flash-lite) | — |
| 13391 | Screened Out |
What constitutes AI literacy? exploring and conceptualizing the competencies for English language teachers in the AI era
IET conference proceedings. (2026) · doi:10.1049/icp.2026.3716 · v1.0 |
2.6 (gemini-3.1-flash-lite) | — |
| 13392 | Screened Out |
Who has the final say? defining the division of responsibility between educators and AI in student assessment
IET conference proceedings. (2026) · doi:10.1049/icp.2026.3611 · v1.0 |
1.9 (gemini-3.1-flash-lite) | — |
| 13393 | No Fulltext |
Artificial Intelligence in Evaluating Undergraduate Dental Students: Benchmarking AI Platforms Against Student Performance
The International Journal of Prosthodontics (2026) · doi:10.11607/ijp.9742 · v1.0 |
6.4 (gemini-3.1-flash-lite) | — |
| 13394 | scored |
AI impact on the education system - learners and facilitators
International Journal of Research in Management (2026) · doi:10.33545/26648792.2026.v8.i9a.996 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 13395 | Screened Out |
Responsible Artificial Intelligence Integration in Medical Student Education in Somalia and Low-Resource Settings: A Context-Sensitive Implementation Framework
Advances in Medical Education and Practice (2026) · doi:10.2147/amep.s637393 · v1.0 |
2.4 (gemini-3.1-flash-lite) | — |
| 13396 | scored |
Intellectual Property Rights and Academic Integrity_ A Comparative Analysis of Policies at Jamia Millia Islamia, Indraprastha University, and UGC
JOURNAL OF ADVANCE AND FUTURE RESEARCH (2026) · doi:10.56975/jaafr.v4i9.514464 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 13397 | scored |
Artificial Intelligence in Medical Education: Preparing Future Physicians for an AI-Driven Healthcare System
Borneo Journal of Medical Sciences (BJMS) (2026) · doi:10.51200/bjms.v20i3.8129 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 13398 | scored |
ARTIFICIAL INTELLIGENCE AND COMPETITIVE ADVANTAGE IN HIGHER EDUCATION: OPPORTUNITIES AND CHALLENGES
Zenodo (CERN European Organization for Nuclear Research) (2026) · doi:10.5281/zenodo.22741853 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 13399 | Screened Out |
Comparing the predictive validity of English placement scores by proctor modality
Studies in Language Assessment (2026) · doi:10.58379/ejoe6596 · v1.0 |
4.0 (gemini-3.1-flash-lite) | — |
| 13400 | Screened Out |
Ethical Source Use in the Age of AI: Challenges Faced by Advanced English Learners in Academic Writing
Feedback Research in Second Language (2026) · doi:10.32038/frsl.2027.05.01 · v1.0 |
2.1 (gemini-3.1-flash-lite) | — |