Dopad umělé inteligence na hodnocení a vzdělávání studentů na vysokých školách

This bachelor thesis examines the impact of using artificial intelligence (AI) tools on assessment and learning of university students in the Czech Republic through the lens of formative assessment. The theoretical part defines artificial intelligence in education, formative assessment, feedback, transparency and fairness of assessment, and academic integrity. It introduces a conceptual framework in which AI is understood as a potential “first reader” and source of preliminary feedback. Based on the literature, three key constructs are defined - frequency of AI use, perceived quality of feedback, and transparency and fairness of course policies - and their operationalisation in a student survey. The empirical part uses a quantitative online questionnaire survey among university students (N = 100). From the responses, composite indices I_Frekvence_AI, I_Kvalita_ZV and I_Transparentnost_Ferovost are constructed and analysed in relation to the number of revisions before submitting a written assignment (Q18) and to the declaration of AI use (Q17). The results show that a higher frequency of AI use and higher perceived quality of teacher feedback are associated with a greater number of revisions before submission. A more transparent and fair course environment is associated with a higher likelihood of openly declaring AI use. The thesis thus contributes to understanding how AI tools and formative assessment can be combined in order to support student learning rather than only the final form of the text.