Trying to detect whether a student has misused AI in their work is a wasted effort, from which no one benefits, writes B. Jean Mandernach. She proposes a different approach focused on finding out what students truly understand. The detection mindset asks: did this student use AI? It’s a question about authorship, and it leads you into an investigative role most faculty are neither trained nor equipped to fill. The evidence is ambiguous, the standard of proof is high, and the outcome is usually inconclusive. The entire process is adversarial. It positions you against your student before you’ve had a single conversation. The verification mindset asks something different: does this student understand what they submitted? That question is entirely within your professional authority to answer. It doesn’t require a detector or a formal complaint. It requires a conversation with the student, and in most cases, a short one. This is not a workaround or a compromise. It is a more rigorous form of assessment than a plagiarism score.
https://www.timeshighereducation.com/campus/stop-investigating-start-teaching
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