Call for Special Issues

Below are special issues that are in development. More calls will be announced as they arise

Artificial Intelligence and Educational Assessment – Opportunities and Threats

Artificial Intelligence and Educational Assessment – Opportunities and Threats

As artificial intelligence (AI) technologies become more sophisticated and accessible, we are witnessing an acceleration in their transformative influence on educational assessment. AI offers the potential to personalize feedback, streamline assessment processes, and provide deeper, reportable insights into learner behaviour. It also brings forward concerns, including those centring on validity, assessment policy, academic integrity, equity, and the ethical development and uses of educational technology. This rapid evolution and its implications have led to concerns and aspirations among students, teachers, learning designers, administrators, and policy makers.

The rapidity and magnitude of AI’s impact on educational assessment create a timely imperative for careful, systematic exploration and critique of AI’s roles in relationship to educational assessment. In response to this priority, Learning Letters announces a call for papers for our special issue, Artificial Intelligence and Educational Assessment: Opportunities and Threats.

Aim of the Special Issue

We encourage contributions that investigate the practical implementation and scalability of AI-driven assessment solutions, offering valuable guidance for institutions and educators seeking to harness the full potential of these technologies while maintaining academic integrity and ethical standards. We invite researchers to submit their work to this special issue, contributing to the ongoing discourse and shaping the future of educational assessment in an AI-enhanced educational landscape.

Suggested Topics of Interest

Authors may use the following suggested topic areas as guidance, but we welcome author-initiated topics that are relevant to the aim of the special issue.

  • Threats to the validity of interpreting assessment results shaped by AI.
  • Opportunities presented by AI for innovating assessment task designs and methodologies.
  • AI-enhanced formative assessment and AI-enhanced feedback
  • Emerging tensions at the nexus of AI and assessment, including balancing perceived benefits and inherent risks.
  • Emerging tensions around the promises and threats in equitable uses of AI, relating to educational assessment.
  • Ethical concerns surrounding contemporary AI models and their uses of data.
  • The challenges posed to academic integrity by AI: What are the risks, and how can they be mitigated?
  • Policymaking imperatives in the meeting place of AI and assessment: What are foundational principles for schools, universities, and overarching entities? How should these be conceptualized and operationalised?

Educational Contexts

We welcome submissions set in diverse educational backgrounds, including:

  • K-12 education
  • Higher and further education
  • Faculty professional development
  • Vocational education and training
  • Teacher education and development
  • Educational policy, spanning institutional to national spectrums
  • Development and implementation of educational technology

Submission Guidelines

Types of articles accepted

  • Original and developing qualitative, quantitative and mixed methods research
  • Rapid reviews
  • Theoretical/conceptual pieces

Format, length, style

Articles are limited to 2,500 words in order to present succinct research. Supplementary material can be lodged in electronic format, including publication of data, scripts, and additional methodological procedures. Larger datasets must be deposited in recognised public domain databases by the author.

The 2,500 word limit is for the manuscript body. The abstract and references are not included in the word count. ALL other text is included. The word count is strictly enforced. Please keep figures and tables to a minimum.

Full submission guidelines may be found here:

Key dates & deadlines

  • 31 January 2024 (NEW DEADLINE): Submission of title, keywords and 200-250-word abstract.
  • 9 February (NEW DEADLINE): Notifications of abstract acceptance by this date.
  • 08 March 2024: Draft of full papers due.
  • 13 May 2024: Final versions of revised paper due.
  • 27 May 2024: Publication of special issue.

Where and how to submit


For questions regarding the special issue, please contact Associate Professor Chris Deneen: