{"id":5064,"date":"2025-06-19T23:00:43","date_gmt":"2025-06-19T23:00:43","guid":{"rendered":"https:\/\/ijssass.com\/journal\/interrogating-assessment-in-the-age-of-generative-ai\/"},"modified":"2025-06-20T03:19:55","modified_gmt":"2025-06-20T03:19:55","slug":"interrogating-assessment-in-the-age-of-generative-ai","status":"publish","type":"post","link":"https:\/\/ijssass.com\/journal\/interrogating-assessment-in-the-age-of-generative-ai\/","title":{"rendered":"Interrogating Assessment in the Age of Generative AI"},"content":{"rendered":"

This article was originally published as: Interrogating Assessment in the Age of Generative AI<\/strong><\/p>\n

Original Article Link: Read Original Article<\/a><\/p>\n

Download PDF: Click Here to Download PDF<\/a><\/p>\n

Abstract<\/h2>\n

Generative AI (GenAI) has foregrounded important educational issues. In this conceptual paper we build on Blackie\u2019s work on knowledge-building and assessment practices to argue that responding to GenAI in educationally sound and sustainable ways requires engagement with the purpose of a higher education. A university education should transform students\u2019 understanding of the world, themselves, and their relationship to the world in discipline-specific ways. We need to understand what it means to be gain expertise in a field before we can consider what it means to assess competence in that field. In this article, we draw on the discipline of Chemistry to reflect on the nature of the target knowledge and knowing and how this then aligns to the approach to assessment. It is only then that we can consider how GenAI might positively or negatively affect the development and demonstration of competence. In addition, because education is inherently relational, we also have to endeavour to nurture and assess such competence on a consciously created foundation of trust.<\/p>\n

Authors<\/h2>\n
    \n
  • Margaret Blackie (Rhodes University, South Africa)<\/li>\n
  • Sioux McKenna (Rhodes University, South Africa)<\/li>\n
  • Neil Kramm (Rhodes University, South Africa)<\/li>\n
  • Nicola Pallitt (Rhodes University, South Africa)<\/li>\n<\/ul>\n

    Keywords<\/h2>\n

    generative AI, assessment, trust, knowledge-building, critical AI literacy<\/p>\n

    References<\/h2>\n

    References not available for this article.<\/p>\n","protected":false},"excerpt":{"rendered":"

    This article was originally published as: Interrogating Assessment in the Age of Generative AI Original Article Link: Read Original Article…<\/p>\n","protected":false},"author":21,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[124],"tags":[2153,1258,1653,1650,1652,1651],"class_list":["post-5064","post","type-post","status-publish","format-standard","hentry","category-articles","tag-ajims","tag-assessment","tag-critical-ai-literacy","tag-generative-ai","tag-knowledge-building","tag-trust","wpcat-124-id"],"yoast_head":"\nInterrogating Assessment in the Age of Generative AI - IJSSASS Repository<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/ijssass.com\/journal\/interrogating-assessment-in-the-age-of-generative-ai\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Interrogating Assessment in the Age of Generative AI - 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