Are you suggesting kids spend longer times in school or suggesting kids spend less time on education?
In high school, with so many hours of classes per day, homework should be a small part of the day. There's enough time to get the important parts into the actual classroom. If homework is a very large amount of time, then there should be less homework.
So... citation needed
Set homework grades to be a relatively small percentage of the final grade.
With the above framework, a student is incentivized to complete homework. If they cheat themselves and use AI, they'll do badly on the tests and badly in the class overall.
Tell the students about the above rationale. Tell them that they're not to use AI for homework, that you can't stop them from using AI, but that by using AI, all they get is a perfect score on homework and probably a bad overall grade.
Don't allow assessments to be gamed and everything will follow.
> Don't allow assessments to be gamed and everything will follow.
That's 88 days per semester.
Take 8 of those and use them to assess student progress and determine grades in class. That leaves 90% of the school year for learning in class.
Current paradigm:
Education time = time at school + time doing assignments
OP said:
> Obviously the answer to testing and grading is to do it in the classroom.
Now I'll be fair, I interpreted "testing and grading" as including homework. Why? Well...
1) exams are already performed (primarily) in the classroom. Everyone is already aware of how supervised settings reduce (but not eliminates) cheating. I'm assuming the OP isn't so disconnected that they are aware of this. I'm assuming they also went to school and had a fairly typical education. I'm also assuming that the OP isn't making the wild assumption that the majority of school teachers and news reporters aren't comatose, so capable of understanding this rather obvious solution.
2) I assumed the OP RTFA
The entire problem that's constantly talked about, including THE ARTICLE, is HOMEWORK. No one is talking about 1) for the aforementioned reasons. *Everyone is talking about homework.* It has been the conversation the entire time. So I restate, if you are evaluating /homework/ in class, then what are we giving up? It really doesn't take a genius to figure out something has to give, right?
But that's a different optimization problem. My assumption here is that we want to maximize education, not meet a specific threshold. Especially if we're talking about the US. Maybe there is a specific threshold we want to reach, but I don't think we're close enough that this is the main concern.
So that's why I'm treating time as a finite and scarce resource.
And you're right to point this out. We're making different assumptions about what problem to solve and we should make sure we're not talking past one another. So I hope this helps clear up some of my assumptions.