ASSESSMENT IN THE AGE OF ARTIFICIAL INTELLIGENCE: CHALLENGES, POSSIBILITIES, AND ETHICS

Abstract

The widespread adoption of generative artificial intelligence has brought about profound changes in educational practices, particularly in assessment processes traditionally based on content reproduction and the individual verification of learning. As students and teachers increasingly use these technologies, questions have arisen concerning authorship, originality, academic integrity, and the very purposes of school assessment. This study aims to discuss the challenges, possibilities, and ethical implications of assessment in educational contexts permeated by artificial intelligence, reflecting on the need to redefine assessment practices in basic education. Methodologically, this is a bibliographic and documentary study grounded in research on learning assessment, educational technologies, and artificial intelligence applied to education. The findings indicate that AI, when used critically and with appropriate pedagogical guidance, can contribute to more formative, personalized, and process-oriented assessment practices without replacing teacher mediation and professional judgment. It is concluded that the challenges posed by artificial intelligence do not point to a weakening of assessment but rather to the need to reconstruct its objectives, methods, and criteria in light of new forms of knowledge production within digital culture.