Assess Learning When AI Is Available

Assess the capability you value

If the goal is to evaluate synthesis, ask learners to explain source choices, compare alternatives, and defend a conclusion. If the goal is writing mechanics, use a setting where direct practice is visible. The assessment design should be honest about whether AI assistance is part of the target skill or a confounding factor.

Replace guessing with disclosure

Set a simple policy: what assistance is allowed, what must be cited or described, and what work must be independently demonstrated. Invite students to attach their prompts or a short usage note when AI is permitted. This is more constructive than relying on unreliable detection claims.

Practice: revise one assignment

Take an existing assignment and add a process checkpoint, an explanation prompt, and a short oral or written defense. Update the rubric so it rewards evidence, critique, and iteration rather than only a final fluent answer.

Common mistake

Avoid one-size-fits-all rules. The appropriate level of AI use depends on learner age, subject, accessibility needs, institutional policy, and whether the task is teaching foundational or applied skills.