Exploring the Impact of AI- Powered Assessment Tool on Test Anxiety and Academic Self –Efficacy
DOI:
https://doi.org/10.47067/ramss.v8i2.533Keywords:
Artificial Intelligence, Assessment, Test Anxiety, Academic Self-Efficacy, Higher Education, Student Performance, Educational Technology, Digital Learning, Adaptive Feedback, Stress ReductionAbstract
This paper examined how AI-powered assessment tool affected the test anxiety and the academic self-efficacy of students. This was meant to analyze whether or not the use of artificial intelligence during assessment can help cut down on the stress and increase confidence concerning academic performance. The measurement was a quantitative design of research, and the study material was obtained in the form of a structured survey among the students of the university. The sample consisted of 280 respondents that were identified by random sampling. The statistical analysis was performed with the aid of the SPSS software, where the demographic variables were described with the help of descriptive statistics whereas the inferential techniques were used to test the connections between AI-powered assessment, test anxiety, and academic self-efficacy. The results indicated that AI-informed evaluation instruments limited the amount of test anxiety among students through prompt feedback, individual assessment as well as adaptive questioning practices. In addition, the results suggested the very close positive relationship between the practice of AI-based assessment and academic self-efficacy, since the respondents claimed to be more empowered, motivated, and confident in their performance results. The discussion implied that the AI-controlled tools would assist in streamlining the process of teaching to create a fair, clear and student-focused environment in order to mitigate emotional pressure during the examination and strengthen the force of personal beliefs. The present work reaches a conclusion that AI-based assessment software has the potential to be effective in the context of addressing the emotional and academic needs of students. In the study, their inclusion into tertiary education is suggested to improve the quality of assessment and well-being of students.
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