A Course Intelligence Platform for Higher Education: Lessons from AI-Assisted Course Evaluation

Abstract:The rapid adoption of generative AI has created new opportunities for teaching, learning, and quality assurance. Existing applications, however, remain largely student-facing, with comparatively limited attention to institution-level needs. This paper presents a course intelligence platform deployed across more than 100 universities and serving over 10,000 instructors in China. By linking competency requirements, knowledge structures, teaching activities, and assessment evidence, it establishes a shared foundation for knowledge organization, instructional design, learning assessment, and quality evaluation. The course evaluation module is examined as a representative institution-facing application of the platform, which integrates national evaluation standards, structured educational evidence, customized prompting strategies, and domain-adapted LLMs to generate quantitative scores and qualitative feedback. A case study involving 100 authentic university courses is conducted to evaluate its alignment with expert judgments and the interpretability of its outputs. Statistical analyses show substantial agreement between AI-generated assessments and expert ratings, while qualitative results highlight the credibility of the feedback. The findings further suggest that AI-assisted evaluation requires not only capable models but also structured domain knowledge and transparent criteria. In this context, human ratings should be treated as an informative reference rather than an error-free gold standard, and the objective is to achieve consistent, interpretable, and defensible judgments instead of merely replicating expert scores.

Computation and Language (cs.CL); Artificial Intelligence (cs.AI); Computers and Society (cs.CY)

arXiv:2411.02455 [cs.CL]

(or arXiv:2411.02455v3 [cs.CL] for this version)

https://doi.org/10.48550/arXiv.2411.02455 Focus to learn more arXiv-issued DOI via DataCite

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