Four out of five universities are employing online, remote examinations, a practice that significantly increases the likelihood of students using artificial intelligence to cheat, according to a report by the think-tank Policy Exchange. Freedom of information requests submitted to 120 universities in 2024 revealed that 78 percent were utilizing these assessments, with 70 percent indicating plans to continue this approach.
Only 10 percent of these institutions reported using online invigilation for all remote exams. Furthermore, the research found that 67 percent of university policies concerning these exams do not mention generative AI, a technology capable of producing human-like text.
The report argues that the widespread adoption of online assessments makes AI-assisted cheating almost inevitable. Professor Philip Newton, the report's author, stated that the integrity of the assessment system has been compromised by the advancement of AI tools such as ChatGPT. He noted that these tools can complete common assessment methods to a high standard and are largely undetectable.
Professor Newton also warned that students who refrain from using AI in their assessments may be at a disadvantage, potentially receiving lower marks and appearing less attractive to future employers.
Sir Vince Cable, who previously oversaw universities as a cabinet minister, emphasized the urgent need for the higher education sector to overhaul its assessment system. He advocated for in-person examinations to replace remote assessments unless the latter can be made fully secure.
Lord Mendoza, provost of Oriel College, Oxford, echoed these concerns, stating that the prevalence of unmonitored online exams and take-home essays actively encourages AI use among students. He described this situation as unfair to both students and staff who prioritize academic integrity.
This situation follows a report from the Higher Education Policy Institute, which found that 94 percent of students admitted to using generative AI in their assessments. While nearly 49 percent believed AI had improved their student experience, 16 percent felt it had worsened it. Some students expressed concerns that AI was negatively impacting their learning and skill development, with one respondent lamenting that it was making them "all lazy."
The Policy Exchange report recommended that the Office for Students and the Quality Assurance Agency, the bodies that regulate universities, should deem such online exams as non-compliant. The report concluded that face-to-face assessments, whether conducted in person or online, written or otherwise, should become the norm.
A spokesperson for Universities UK, which represents vice chancellors, affirmed the commitment of universities to ensuring the trustworthiness of degrees awarded. The organization stated that universities are actively engaging with students on the responsible use of AI and have established policies to address instances where these guidelines are not followed. The spokesperson acknowledged that AI is transforming both student learning and the modern workplace, stressing the importance of students confidently using AI to enhance learning rather than replace it, and understanding university regulations on its use. They added that universities must prepare graduates to harness AI's opportunities while promoting its responsible and safe adoption across various fields.