In the age of AI, educators must delineate between AI co-creation and plagiarism in their assessment of learning, argue Sarah Elaine Eaton (University of Calgary), Beatriz Antonieta Moya Figueroa (UCalgary), Robert Brennan (UCalgary), and Rahul Kumar (Brock University). Drawing on a qualitative study they conducted, the authors state that Canadian educators recognize the value in using AI to teach and assess prompting and critical thinking, but feel that AI use for composition can reduce students’ ability to think for themselves. The authors suggest several principles that educators should follow to address this, including: evaluating draft work in addition to the output; teaching students how to critically use AI; and prioritizing assessments that ask students how, rather than what, they know.
