This is mostly a position paper on the impact of big data on learning assessments. The authors trace the progression of assessment from simple aaptive learning to AI-based assesment in authentic learning environments. They argue, however, that technology in this domain remains "mostly aspirational", and argue that there is a continued need for teachers to be involved in the assessment process, and they need to be "reprofesionalized" to support working with AI-based assessment.
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