Next Gen Admin
Cluster B: Innovation in Exam Administration
AI use in commercial vocational examinations
The use of generative artificial intelligence (AI) in commercial workplaces has the potential to transform vocational education and training. It creates new requirements for trainers and trainees, who must develop and apply competencies in dealing with digital technologies. The introduction of AI also requires awareness of legal frameworks that ensure the responsible use of technology without compromising ethical standards or data-protection requirements. Three issues can be identified as particularly relevant for the vocational education and training system:
- Obligation to foster AI competence: The statutory obligation to foster AI competence requires trainers to convey well-founded knowledge about artificial intelligence to learners and thereby support digital education.
- High-risk systems: AI systems used to assess learning outcomes or to determine access to educational pathways, for example through automated applicant screening, are classified as “high risk”. They are subject to strict requirements concerning transparency, human oversight, and data quality, thereby creating new responsibilities for examination administration.
- General labelling obligation: The use of AI systems is subject to a general labelling obligation. When trainees interact with generative AI, this must be clearly recognisable. Consequently, AI-generated content must be identifiable as such in order to prevent deception.
5 examined IHK sites
Ludwigshafen · Erfurt · Frankfurt · Hannover · Offenbach
5 transcribed group discussions
Interviews and workshops with examination administration
- Nominal Group Technique (approx. 90 min)
- Analysis of the data material: qualitative content analysis according to Kuckartz
- 3 independent coders → intercoder reliability: very high agreement (Krippendorff’s α = 0.82)
AI-related effects on competencies, examination organisation, assessment, and legal boundaries.
Point of departure
- AI is becoming part of commercial work
- Generative AI is changing tasks, value creation, and workplace assistance systems
- New requirements are emerging for trainers and trainees
Examination administration as a governance instance
It must address three questions:
- Which AI-related competencies need to be assessed?
- In which examination components can AI provide support?
- How can examinations remain centrally regulated, fair, and legally sound?
Three requirements in the AI regulatory context
- Foster AI literacy: AI competence becomes an object of vocational training
- Address high-risk uses: assessment, grading, admission, and screening are particularly sensitive areas
- Label AI use: AI-generated content and individual performance must remain distinguishable
(Aligned with the EU AI Act)
Development field 1:
Reconfigure examination formats
From product-oriented formats towards process-based transfer tasks and professional discussions.
Development field 2:
Standardise integrity standards
Standardised declarations of independent work instead of overly detailed AI-control mechanisms.
Development field 3:
Integrate AI into examinations
First strengthen administrative processes, then pilot evaluative AI applications.
Finding 1: AI competencies are becoming an integral part of vocational action competence.
AI literacy and critical reflection are becoming fundamental requirements for examination stakeholders.
Finding 2: AI offers relief potential in core administrative processes.
Especially in organisation, allocation, communication, and documentation.
Finding 3: In practice, the labelling obligation is considered difficult to implement on a sustained basis.
Transparent evidence of AI use is difficult to realise, both technically and didactically.
Finding 4: Technological dynamics collide with systemic inertia.
Slow regulatory and curriculum-development processes hinder the integration of innovative AI applications.
