SmarterAI Think Tank: Student-Centric Design Principles for Responsible Use of AI
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| Title: | SmarterAI Think Tank: Student-Centric Design Principles for Responsible Use of AI |
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| Language: | English |
| Authors: | Smarter Balanced Assessment Consortium, IBM Corporation |
| Source: | Smarter Balanced Assessment Consortium. 2025. |
| Availability: | Smarter Balanced Assessment Consortium. e-mail: info@smarterbalanced.org; Web site: http://www.smarterbalanced.org |
| Peer Reviewed: | N |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Reports - Descriptive |
| Descriptors: | Artificial Intelligence, Technology Uses in Education, Student Centered Curriculum, Curriculum Design, Educational Assessment, Responsibility, Educational Principles |
| Abstract: | Smarter Balanced collaborated with IBM Consulting in early 2024 to draft Student-Centric Design Principles for Responsible Use of AI when considering the process for designing and integrating AI in large-scale assessment. These principles serve as a resource to the educational measurement community. The Student-Centric Design Principles offer a foundation for considering ongoing conversations and decisions related to how AI is best leveraged in assessment system designs. Consistent with the foundational principles of the Smarter Balanced Assessment Consortium, Smarter Balanced engaged a variety of interest holders in this process to minimize partiality and promote accessibility. Smarter Balanced convened several multi-disciplinary work groups that included experts in educational assessment and measurement; those serving in state, district, and local educational contexts; higher education experts; and policymakers. In collaboration with IBM Consulting, we used a design-thinking methodology. The methodology and specific outcomes associated with a selected use case are explored in Appendix A. The process was iterative over several months and included various interest holder groups. Eight Student-Centric Design Principles for Responsible Use of AI are presented as outcomes of this process. The initial draft was developed iteratively over several months and with varying groups to manage a proposed use case that serves to demonstrate how the principles can be implemented within a large-scale educational assessment context. Through the development process, it became clear that these principles also apply to broader aspects of assessment development, not only to the use of AI. Similarly, while the initial purpose of this process was focused on assessment development, the conversations also addressed other aspects of assessment system design such as test delivery, student engagement, scoring, and reporting. To solicit additional feedback on the Student-Centric Design Principles, presentations were conducted with external interest holders at conferences and other invited sessions. These sessions included the Council of Chief State School Officers (CCSSO) National Conference on Student Assessment (NCSA), the National Assessment Governing Board, and IBM Think 2024. The principles described in this report represent not only the contributions of the SmarterAI Think Tank members, but also a refinement based on conversations and presentations with a larger body of interest holders to help make the principles useful for a broad set of large-scale educational assessments, so that the principles might better serve a wider audience. |
| Abstractor: | ERIC |
| Entry Date: | 2026 |
| Accession Number: | ED679330 |
| Database: | ERIC |
| Abstract: | Smarter Balanced collaborated with IBM Consulting in early 2024 to draft Student-Centric Design Principles for Responsible Use of AI when considering the process for designing and integrating AI in large-scale assessment. These principles serve as a resource to the educational measurement community. The Student-Centric Design Principles offer a foundation for considering ongoing conversations and decisions related to how AI is best leveraged in assessment system designs. Consistent with the foundational principles of the Smarter Balanced Assessment Consortium, Smarter Balanced engaged a variety of interest holders in this process to minimize partiality and promote accessibility. Smarter Balanced convened several multi-disciplinary work groups that included experts in educational assessment and measurement; those serving in state, district, and local educational contexts; higher education experts; and policymakers. In collaboration with IBM Consulting, we used a design-thinking methodology. The methodology and specific outcomes associated with a selected use case are explored in Appendix A. The process was iterative over several months and included various interest holder groups. Eight Student-Centric Design Principles for Responsible Use of AI are presented as outcomes of this process. The initial draft was developed iteratively over several months and with varying groups to manage a proposed use case that serves to demonstrate how the principles can be implemented within a large-scale educational assessment context. Through the development process, it became clear that these principles also apply to broader aspects of assessment development, not only to the use of AI. Similarly, while the initial purpose of this process was focused on assessment development, the conversations also addressed other aspects of assessment system design such as test delivery, student engagement, scoring, and reporting. To solicit additional feedback on the Student-Centric Design Principles, presentations were conducted with external interest holders at conferences and other invited sessions. These sessions included the Council of Chief State School Officers (CCSSO) National Conference on Student Assessment (NCSA), the National Assessment Governing Board, and IBM Think 2024. The principles described in this report represent not only the contributions of the SmarterAI Think Tank members, but also a refinement based on conversations and presentations with a larger body of interest holders to help make the principles useful for a broad set of large-scale educational assessments, so that the principles might better serve a wider audience. |
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