3 items with this tag.
AI assessment scales and similar policies are taxonomies of containment that ask how to protect existing assessment practices from AI, not whether those practices remain fit for purpose. This post argues that they're asking the wrong question, and examines what higher education might be asking instead, with particular implications for health professions education.
How arms race dynamics in higher education create adversarial relationships between institutions and students, and what drives these cycles
When educators embed hidden instructions in assessment materials to detect AI use, they import adversarial security thinking into educational relationships. This post examines what AI tripwires reveal about institutional assumptions (i.e. that assessment is about artifact authentication rather than learning measurement) and argues that this approach creates escalating countermeasure dynamics while only detecting carelessness, not genuine disengagement. The alternative requires rethinking what assessment is actually for in an era when artifact production has become trivially automatable.