Professor Phillip Dawson from Deakin University emphasizes that discussions about student cheating via AI distract from more significant issues, particularly assessment validity. He believes that rather than focusing solely on cheating, it’s essential to reassess what truly needs to be evaluated. With a recent survey revealing that 88% of U.K. undergraduates use AI tools in assessments, Dawson advocates for universities to develop nuanced policies recognizing AI's role in enhancing learning and productivity, while not letting it undermine fundamental assessment goals.
Conversations over students using artificial intelligence to cheat on their exams are masking wider discussions about how to improve assessment, a leading professor has argued.
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