This article distinguishes between a traditional and a post-modern view of the emergence and assessment of scientific texts. The traditional view is characterised by dialogue, tradition, and emotionality, all of which are protected by a meta-narrative. Postmodern science, on the other hand, is characterized by antagonisms, battles and sudden appearances. It is argued that the activity of assessment turns out differently in the two kinds of science. In traditional science, assessment is liked to organic formative feedbacks, which may have tacit dimensions. In postmodernity, it is argued, assessment is not really possible at all. Only the content-oriented and hard working criticism is possible. In this way, postmodern assessment somehow returns to a more traditional view.