What Happens When Your School Thinks AI Helped You Cheat | Big Take
News & Politics
Introduction
Moira Olstead dreams of becoming an elementary school teacher, so last year she enrolled in an online program at Central Methodist University. As she works toward her degree while caring for her toddler, one of her classes requires her to submit weekly writing assignments summarizing news articles. While this task and its expectations seemed manageable, Moira faced an unexpected challenge early in the semester—receiving a zero on one of her assignments.
Jackie DeAngelis, a tech reporter for Bloomberg, interviewed Moira about her experience. She relayed that she was initially "completely freaked out" when she saw the zero on her student portal. Moira had been diligent in her schoolwork, summarizing information into two to three paragraphs. Confused about the grade, she reached out to her professor, who informed her that her assignment had been flagged multiple times by an AI detection tool. The professor indicated that Moira's work seemed to be 'getting out of hand.'
Despite adamantly denying any use of generative AI tools like ChatGPT to assist with her assignments, Moira felt blindsided. She began questioning how such a mistake could occur and promptly requested more information. She stressed her opposition to AI usage in academic work, especially for opinion pieces, elucidating her determination to maintain her integrity as a future educator.
After several meetings with university administrators to provide evidence of her originality, Moira eventually had her grade restored. However, the incident prompted her to take additional measures to protect her work from future misidentification. She began using AI detectors herself, recording her progress on assignments, and attaching these recordings to submissions as proof of her original work.
Jackie's reporting revealed that Moira's flagging could have stemmed from an additional factor—her being on the autism spectrum. Moira’s writing style is somewhat formulaic, which might have confused AI detectors. Research indicates that students who are neurodivergent or those for whom English is a second language are often incorrectly flagged for AI use at a higher rate than their peers.
Moira's story represents a broader challenge facing students across the country as educational institutions grapple with the rise of generative AI—and the complexities it introduces to academic integrity. In a discussion about these challenges, Sarah Holder emphasized the efforts institutions are making to address the issue.
As AI continues to infiltrate classrooms, many educators remain uncertain about how to manage its use. Some embrace the technology, looking to integrate it into curriculum and assist students in areas like brainstorming or initial research. Others express reservations, fearing that AI may detract from the learning experience.
According to Jackie, AI detection tools such as Turnitin, Copyleaks, and GP0 analyze submissions using technology comparable to that of AI writing systems. They assess "perplexity," the complexity of wording in an assignment, to determine if it could be AI-generated. Although these tools have reported high accuracy rates, studies indicate that they frequently misidentify the work of students who are non-native English speakers or who write in unconventional styles.
In her own experience, Moira is among a larger group of students wrestling with the difficulties posed by this new technological landscape in education. As she moves forward with her studies and raises two children, she remains dedicated to her goal of becoming an educator despite this frustrating setback.
Keywords
- Moira Olstead
- Central Methodist University
- AI detection tools
- Generative AI
- Academic integrity
- Neurodivergent students
- English as a second language
- Learning challenges
FAQ
1. Why was Moira's assignment flagged by the AI detection tool?
Moira's assignment was flagged because it was deemed to follow a formulaic structure, which may have triggered the AI detector's algorithms.
2. Are AI detection tools effective?
AI detection tools claim high accuracy but can misidentify certain styles of writing, especially from neurodivergent individuals or non-native speakers.
3. What measures are educational institutions taking regarding AI usage?
Educational institutions are implementing new policies that encourage transparency when using AI, such as requiring citations for AI-generated content.
4. How are students ensuring their work is not misidentified?
Students are taking proactive steps by maintaining documentation of their writing processes and using their AI detectors to verify originality before submission.
5. Is the use of AI in education expected to increase?
Yes, educators acknowledge that AI technology will become more prominent and are discussing ways to use it responsibly while aligning with learning objectives.