Canadian universities grapple with evaluating students amid AI cheating fears

As Canada’s post-secondary institutions grapple with the rise of generative AI tools and concerns about cheating, educators are exploring new ways to assess students while adapting to the digital age. The COVID-19 pandemic accelerated the shift to online exams, but the emergence of AI tools like ChatGPT raised alarms about academic integrity.

In response to reports of widespread AI cheating, some Canadian professors are reverting to handwritten exams, while others are experimenting with oral assessments or incorporating AI in a more transparent manner. According to a study by KPMG in Canada, six in 10 students admit to using generative AI for their schoolwork, highlighting the prevalence of this technology in academia.

Karsten Mundel, co-chair of the University of Alberta’s AI Steering Committee, emphasizes the importance of engaging students in conversations about AI use and encouraging transparency. He believes that AI has sparked valuable discussions about academic integrity and the evolving nature of education in the digital era.

Katie Tamsett, vice-president academic of the U of A’s student union, acknowledges the challenges posed by AI cheating but stresses the importance of preparing students for a future where AI is a ubiquitous tool. She advocates for incorporating AI in a constructive manner to enhance learning outcomes.

Melani Vevecka, president of the University of Toronto Students’ Union, shares concerns about the limitations of traditional pen-and-paper exams and the need to adapt assessment methods to accommodate diverse learning styles. She emphasizes the value of clarity and education around AI, rather than punitive measures, to foster a culture of academic integrity.

Jennifer Figner, provost and vice-president academic at the British Columbia Institute of Technology, cautions against reverting to in-person exams out of fear and advocates for embracing AI as a tool for assessment. She highlights the need for innovative approaches to testing that leverage AI technology while ensuring fairness and accuracy.

Christina Hendricks, academic director at the University of British Columbia’s Centre for Teaching, Learning, and Technology, underscores the need for a fundamental rethinking of assessment strategies in light of AI advancements. She envisions a future where universities must grapple with existential questions about the role of education in preparing students for an AI-driven world.

As Canadian universities navigate the complexities of AI integration in education, the focus remains on fostering critical thinking, transparency, and adaptability in assessment practices. By embracing AI as a teaching tool rather than a cheating device, educators are poised to equip students with the skills they need to thrive in an increasingly digital landscape.