Assessing in the Age of AI: The Paradox of Dual Expertise
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Abstract
The rise of generative artificial intelligence (AI) is reshaping higher education and profoundly challenging assessment practices. This article offers a reflective analysis of the tensions between disciplinary expertise, AI literacy, and educational goals. Rather than framing the debate as a choice between banning or integrating AI, it calls for a rethinking of the alignment between purposes, methods, and assessment approaches, with the aim of preparing students for a critical and ethical use of these technologies. Returning to pedagogical fundamentals emerges as a necessary step to preserve education as a space for human emancipation in a world where AI is omnipresent.
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