In response to concerns regarding the potential for artificial intelligence (AI) to be employed to manipulate examination results, Canada’s post-secondary institutions are exploring novel methods of evaluating students.
In order to circumvent potential instances of plagiarism, certain professors are transitioning to written or oral exams.
OpenAI’s, ChatGPT and other generative AI applications have simplified the process of cheating on essays and exams for university students. Hence, Schools are currently reevaluating their student evaluation processes.
The majority of university examinations were relocated to the internet during the COVID-19 pandemic.
Then, generative AI tools such as ChatGPT emerged, which are capable of generating essays and responding to intricate queries in a matter of seconds.
The United States experienced a significant increase in the sale of “blue books” this school year, which are used for traditional pen-and-paper examinations, as a result of allegations of widespread AI deception.
In Canada, a number of professors are conducting oral exams or finding methods to integrate AI, while others are making a similar move in response to pervasive allegations of AI deception.
According to a study conducted by KPMG in Canada in October 2024, generative AI is employed by six out of ten Canadian students for their academic assignments.
Karsten Mundel, co-chair of the University of Alberta’s AI steering committee, stated, “We are certainly in a period of transition with a significant number of our assessments.”
According to Karsten Mundel, co-chair of the AI Steering Committee at the University of Alberta, there has been a rise in the number of handwritten exams.
Mundel discusses his expectations regarding AI with his students.
He requests that they provide an explanation of their process and the prompts they employed if they intend to use it for ideation, in order to ascertain the steps that lead to the final product.
He maintains an optimistic perspective on this new challenge, asserting that AI has reignited discussions regarding the current definition of academic integrity.
“I am concerned when AI is reduced to this instrument of deception in any educational context,” he stated.
“I believe that the current era is thrilling due to the transformations that are imminent, as well as the opportunity to truly understand the fundamental skills we are attempting to impart.”
In the actual world, it is impossible to avoid AI, according to Katie Tamsett, vice-president academic of the U of A’s student union.
She acknowledges that some students do use AI to deceive, but she believes that these concerns must be balanced. Katie Tamsett
At his institution, Mundel reports that there has been a rise in the number of handwritten examinations, as well as the implementation of novel methodologies that involve the use of AI in assignments and oral exams, and subsequently require students to reflect on their AI usage.
“He acknowledges that some students have expressed dissatisfaction with the change and suggests that reverting to pen and paper is not necessarily the optimal solution.”
“We no longer possess the ability to handwrite long-form documents, at least universally. Consequently, this presents a learning curve for our students and the instructors who are required to read.”
