What Are We Still Assessing? - Brief Considerations on Assessment, Curriculum, and Authorship in the Age of Generative AI

Abstract

ABSTRACT In this article, I offer brief considerations on the meaning of assessment practices at a time when students are frequently turning to generative artificial intelligence. First, I problematize the common understanding of educational processes as the transmission of knowledge content between rational subjects, as well as the atomistic ontology that underpins this view. I then present a relational ontoepistemology inspired by poststructuralist thought (in dialogue with Derrida, Deleuze, and Guattari) as an alternative framework for rethinking what we understand as “knowledge,” “authorship,” and “assessment.” Finally, I propose an ethical orientation for educational processes, as well as for curriculum theories and policies: an ethical (dis)orientation guided by an ethics of singularity.