In an AI and online exam age, how can students resist urges to cheat?
A Western University professor claims 55% of his 288 law and health sciences students cheated on an unproctored AI exam, with nearly 10% scoring 100% on the multiple-choice section. Experts argue systemic issues and AI tools make cheating harder to resist, while educators rework assessments to prioritize engagement over traditional exams.
A professor at Western University said 55% of his 288 undergraduates in law and health sciences cheated on an online, closed-book exam held April 24. Jacob Shelley, who teaches 3101 health-care law, noted that nearly 10% of students scored 100% on the multiple-choice portion, calling the results ‘overwhelmingly clear’ evidence of misuse of AI tools. James M. Lang, a professor at the University of Notre Dame and author of *Cheating Lessons*, argued that students face ‘almost superhuman’ pressure to cheat in unproctored online assessments. He criticized the system for creating ‘entrapment’ and suggested universities should shift focus to classroom engagement rather than self-proctoring. Soroush Sabbaghan, an AI education expert at the University of Calgary, agreed that generative AI has made cheating easier and harder to detect. He warned that unmonitored exams create ‘validity and equity problems,’ putting rule-following students at a disadvantage. High school teacher Dave Suchanek from Oakville’s Appleby College said he rewrote his business and economics curriculum to eliminate cheating opportunities. His new assessments include debates, simulations, and collaborative projects, which he described as ‘harder to fake’ than traditional essays. Experts emphasized that AI tools have forced educators to rethink academic integrity, with some advocating for more interactive, real-world learning over standardized exams.
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