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<p>AI literacy is becoming increasingly popular in education, yet there has been limited focus on&#xa0;reviewing empirical research on AI literacy assessment. The purpose of this study was to synthesize existing empirical studies on AI literacy assessment, with the aim to&#xa0;understand how AI literacy has been assessed and to&#xa0;inform future AI literacy assessment development. This scoping review evaluates and synthesizes 36 studies on AI literacy assessment published between 2019 and 2024, involving assessment tools, forms of assessment, and reliability and validity evidence related to AI literacy assessment. The review proposes four aspects (i.e., knowledge of AI, AI ethics,&#xa0;affect towards AI, and use of AI) for assessing AI literacy. The results showed that (1) most research focused on assessing primary and secondary school students’ AI literacy; (2) most studies used questionnaires, followed by surveys; (3) most studies used computer-based tests, followed by paper-based tests; (4) most studies assessed participants’ AI knowledge, followed by AI ethics; and (5) only a few studies reported evidence of the reliability and effectiveness of their assessments. Based on the reviewed literature, this study develops an AI literacy framework for people of all ages and from all countries. The findings and directions for future research are also&#xa0;discussed.</p>

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A scoping review of empirical research on AI literacy assessments

  • 期刊论文

  • 发表日期：

    2025年8月25日

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  • Jiahong Su,
  • Xinyu Chen,
  • Samuel Kai Wah Chu,
  • Xiao Hu

摘要

AI literacy is becoming increasingly popular in education, yet there has been limited focus on reviewing empirical research on AI literacy assessment. The purpose of this study was to synthesize existing empirical studies on AI literacy assessment, with the aim to understand how AI literacy has been assessed and to inform future AI literacy assessment development. This scoping review evaluates and synthesizes 36 studies on AI literacy assessment published between 2019 and 2024, involving assessment tools, forms of assessment, and reliability and validity evidence related to AI literacy assessment. The review proposes four aspects (i.e., knowledge of AI, AI ethics, affect towards AI, and use of AI) for assessing AI literacy. The results showed that (1) most research focused on assessing primary and secondary school students’ AI literacy; (2) most studies used questionnaires, followed by surveys; (3) most studies used computer-based tests, followed by paper-based tests; (4) most studies assessed participants’ AI knowledge, followed by AI ethics; and (5) only a few studies reported evidence of the reliability and effectiveness of their assessments. Based on the reviewed literature, this study develops an AI literacy framework for people of all ages and from all countries. The findings and directions for future research are also discussed.