生成式人工智能的使用与滥用呼吁高等教育评估改革

Growing misuse of, and unequal access to, AI tools requires universities to rethink how they evaluate learning Igor Chirikov1, Ivan Smirnov2,3, René F. Kizilcec4 The debate about the impact of generative artificial intelligence (GenAI) on higher education is polarized. Some portray GenAI as normalizing cheating at scale (1), whereas others argue that misconduct patterns have changed little (2). These competing narratives underscore the need for reliable data on where GenAI use is concentrated and where misuse is most likely. Existing studies of GenAI adoption and perceptions in higher education provide useful early signals but often rely on small samples and lack measures designed to capture sensitive behaviors such as cheating across fields (3–5). …