The continuous growth of artificial intelligence in the world and the consequent integration of this type of technology into the various economic sec- tors of societies seems to be triggering new relationships with machines, but also new ways of working. Education, as one of the most important sectors of a nation, can no longer escape this new reality of integrating this type of technology into teaching and learning processes. It is precisely because of this fact that this re- search emerges, which aims not to set aside or exclude this (r)evolution, but ra- ther to consider them as important and useful tools for innovation in education, putting them at the service of this sector. In this sense, we believe that it is essen- tial to carry out a study to identify and understand the main challenges in carrying out the process of assessing students in the age of artificial intelligence. A sys- tematic review of the literature will be carried out, focusing only on the three years - the artificial intelligence boom - and through it we will try to identify the major challenges that educational agents, but especially teachers, face in as- sessing students, contributing to literacy in the area, but also to a serious debate on this issue that is already being discussed so much in educational institutions. The results suggest that there is a set of challenges that teachers have to deal with, which, according to the content analysis carried out, are related to authenticity, ethics and fraud.
