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Recent advances in generative pre-trained transformer large language models have emphasised the potential risks of unfair use of artificial intelligence (AI) generated content in an academic environment and intensified efforts in searching for solutions to detect such content. The paper examines the general functionality of detection tools for artificial intelligence generated text and evaluates them based on accuracy and error type analysis. Specifically, the study seeks to answer research questions about whether existing detection tools can reliably differentiate between human-written text and ChatGPT-generated text, and whether machine translation and content obfuscation techniques affect the detection of AI-generated text. The research covers 12 publicly available tools and two commercial systems (Turnitin and PlagiarismCheck) that are widely used in the academic setting. The researchers conclude that the available detection tools are neither accurate nor reliable and have a main bias towards classifying the output as human-written rather than detecting AI-generated text. Furthermore, content obfuscation techniques significantly worsen the performance of tools. The study makes several significant contributions. First, it summarises up-to-date similar scientific and non-scientific efforts in the field. Second, it presents the result of one of the most comprehensive tests conducted so far, based on a rigorous research methodology, an original document set, and a broad coverage of tools. Third, it discusses the implications and drawbacks of using detection tools for AI-generated text in academic settings.

As initial fear of AI among educators turns more and more into curiosity, the question I get asked most is: how can I assess learning if ChatGPT can write assignments? This week, I’ll share a simple, three-step guide to get you started on designing assessments for the post-AI classroom, plus some tips on how to use ChatGPT to help you to rapidly redesign your assessments.

To assess the effectiveness of current A.I.-detection technology, The New York Times tested five new services using more than 100 synthetic images and real photos. The results show that the services are advancing rapidly, but at times fall short.

Generative A.I.’s specialty is language — guessing which word comes next — and students quickly realized that they could use ChatGPT and other chatbots to write essays. That created an awkward situation in many classrooms. It turns out, it’s easy to get caught cheating with generative A.I. because it is prone to making stuff up, a phenomena known as “hallucinating.” But generative A.I. can also be used as a study assistant. Some tools make highlights in long research papers and even answer questions about the material. Others can assemble study aids, like quizzes and flashcards.