Reimagining Assessment in Mongolian Education: (Equity, Teacher Stress, and AI-Powered Reform)

Abstract

Mongolia’s higher education system is undergoing rapid transformation, shaped by the dual imperatives of internationalization and employability. Yet, many students from middle-income herder families, single-parent households, and physically talented scholarship recipients face financial and structural challenges that undermine their academic success. The current university assessment system remains misaligned with the realities of this diverse student population.
Furthermore, it is widely believed that students experience heightened stress when term exams begin, but this study also investigates whether teachers themselves worry about their students’ performance. This dual perspective highlights the relational pressures of assessment, in which both learners and educators are caught up in the demands of institutional expectations.
Drawing on analyses of rising tuition, housing, and food costs in Ulaanbaatar, alongside broader social pressures such as family instability, the paper examines how economic hardship intersects with academic stress to shape student well-being. It situates these challenges within the ethical responsibilities of teachers and institutions, critiquing deficit-based grading frameworks that fail to account for resilience and lived realities.
To restore fairness and credibility in education, the paper advocates for an AI-powered assessment tool that enhances transparency and provides flexible exam preparation periods for students facing sensitive circumstances.