Abstract Artificial Intelligence (AI) tools, particularly Generative AI, are reshaping educational practices and assessment methods. This study examines the groundbreaking implementation of AI in Israel's secondary education Information and Data specialization program, marking the first such integration into the national matriculation exam system. Using an Iterative Design-Delphi Methodology with 31 participants including teachers, data analysts, and AI education specialists, we established design principles for AI-compatible assessment and identified evolving student competencies. Key findings include new required competencies like prompt engineering, critical evaluation of AI outputs, and strategic AI tool selection. We developed assessment design principles incorporating ambiguous questions, metric construction tasks, and critical thinking activities. The research produced 24 practice assessment tasks and 13 generic question models with teacher guidelines. The study also presents a structured implementation framework with four sequential phases to guide educational institutions in adopting AI-integrated assessment practices. Our findings indicate that AI integration requires significant curriculum revisions, new pedagogical approaches, and updated assessment methods. Teacher professional development and industry collaboration are crucial for implementation. This research contributes practical guidelines for educators integrating AI tools in specialized disciplinary contexts.
Eyal et al. (Wed,) studied this question.