Many educators don't support the use of AI-detection tools.
These detectors result in both false negatives and false positives, which can result in tagging a student paper as written by AI when it wasn't. They also disproportionally identify text written by multilanguage learners as AI-generated, and they don't provide clear, transparent evidence to conclude that a student has used AI tools.
What to Do Instead
- Facilitate discussions about AI usage early and often.
- Recognize that students may be simultaneously taking courses with very different expections of AI-usage, and clearly identify your AI-usage policies in your syllabus and class assignments.
- Teach students how to cite their AI usage. Require "acknowledgment statements" so students can show the ways they've used AI.
- Shift to more frequent low-stakes in-class assessment.
- Be transparent in your own AI usage. If you choose to use an AI-detection tool, share when and how you'll use it with students at the beginning of class.
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