L’ÉVALUATION DES COMPÉTENCES RÉDACTIONNELLES À L’ÉPREUVE DE L’IA GÉNÉRATIVE
WRITING SKILLS ASSESSMENT IN THE AGE OF GENERATIVE AI

Summary/Abstract: This paper examines the assessment of writing skills at university in the generative artificial intelligence era from a pedagogical and ethical perspective, highlighting the challenges and issues that the rise of generative artificial intelligence poses for assessors. The aim of this article is to initiate a debate on AI and its impact on the assessment process and to present the possibilities for effective and fair assessment in the age of AI, which is designed to facilitate access to information and guarantee time savings, but which risks complicating the assessor’s task as much as it facilitates that of the writer. Our aim is to consolidate traditional evaluation tools, to support the reforms of the university system and to promote higher education and scientific research by reporting on the teaching practices of teachers and evaluators, and to ensure that they are kept up to date. How can we deal with fraud using artificial intelligence? How can students’ writing skills be assessed effectively and fairly in the age of AI? Finally, what alternatives to traditional assessment? What about the ethical dimension in this context?

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