Canada’s higher education institutions are exploring innovative assessment methods in response to concerns about the misuse of artificial intelligence (AI) for exam cheating. Amid the shift to online exams during the COVID-19 pandemic, the emergence of generative AI tools like ChatGPT, capable of swiftly generating essays and responses to intricate questions, has raised alarms.
In the United States, widespread reports of AI cheating prompted a surge in sales of traditional “blue books” for pen-and-paper exams. Similarly, in Canada, some educators are adopting this approach due to the prevalence of AI cheating, while others are experimenting with oral exams and integrating AI into assessments. A KPMG study in October 2024 revealed that six in 10 Canadian students utilize generative AI for their academic work.
Karsten Mundel, the co-chair of the University of Alberta’s AI steering committee, acknowledges the transitional phase in assessment methods. He engages students in discussions about their AI use, encouraging transparency and emphasizing the importance of academic integrity in the digital age.
While concerns about AI cheating persist, Katie Tamsett, vice-president academic of the U of A’s student union, emphasizes the real-world relevance of AI. She underscores the need for universities to establish best practices regarding AI integration and foster a culture of critical thinking among students.
Melani Vevecka, president of the University of Toronto Students’ Union, highlights the value of traditional exams but acknowledges their limitations for students with anxiety or learning disabilities. She advocates for a balanced approach that educates students about AI rather than imposing restrictive measures.
Jennifer Figner, provost and vice-president academic at the British Columbia Institute of Technology, cautions against reverting to traditional exam formats out of fear of AI cheating. She advocates for incorporating AI into assessments to adapt to evolving educational needs.
Christina Hendricks, academic director at the University of British Columbia’s Centre for Teaching, Learning and Technology, discusses the challenges of adapting assessment methods amid AI advancements. She emphasizes the need for faculties to reflect on their teaching objectives and adjust assessments to align with the demands of an AI-driven world.
The evolving landscape of AI in education prompts a reevaluation of assessment practices and underscores the necessity for universities to adapt and innovate to meet the demands of the digital era.
