EducationProblem 0011
Most institutions are writing or planning a policy about AI; few have changed what they actually measure. The essay, the problem set and the report were proxies for thinking that worked only while producing them was expensive. That assumption is gone. Detection tools are unreliable enough to risk accusing the wrong students, and much of what is graded no longer shows reliably what a student understands.
Who lives with itTeachers and lecturers redesigning assessment alone · students wrongly suspected · institutions whose credentials depend on the answer
Why nowA UNESCO survey found 19% of higher education institutions had formal AI guidance with a further 42% developing it, while more than half reported uncertainty about how to apply AI pedagogically and one in four had already encountered ethical problems including authorship disputes.
Why it matters · the JudgeThe question has moved from catching misuse to evidencing learning, and nothing is built for the new question. Making a student's reasoning visible, cheaply and without treating them as a suspect, solves what detection never could.
Inspired by reporting from UNESCO