If your school uses software to detect AI writing, that's a problem with the quality of your school. The people choosing that software are too stupid to be running a school. The software isn't going to get any better.
The problem isn't that AI detection doesn't work. State of the art in this field is pretty solid. The only issue is that it's probabilistic, so it sometimes fails, and when it does, we have nothing else in situations where you actually want to know if someone put in the work.
So what are you proposing, exactly? That we run a large-scale experiment of "let's see what happens if children don't actually need to learn to do thinking and writing on their own"? The reality is that without some form of compulsion, most kids would rather play video games / scroll through TikTok all day. Or that we move to a vastly more resource-intensive model where every kid is given personalized instruction and watched 1:1?
That's what fortunetellers do. The problem isn't guessing correctly about AI content in writing. The problem is false positives. That's what puts it in the same category is predictive policing scam software. And fortunetelling.
False positive and false negative rates are non-zero, as with almost anything, but the tools are pretty good. I encourage you to give them a try. Pangram is a good state-of-the-art choice and you can try it for free. They also publish evals and other data about their approach.
I have given them a try and can confirm the exact opposite. Plenty of others have given them tries and have confirmed the exact opposite.
Regardless, the “better for a hundred guilty men to go free than for one innocent man to hang” principle applies here.
This is armchair philosophy when pragmatism and problem solving serve better.
Fundamentals - Teaching is expensive, and we don't have enough teachers.
Verifying if someone has the skills is difficult.
Given the shortage of teachers, and the difficulty of verification, we ways to bridge the gap.
The first step is always going to be to spend more on education, especially in underserved areas.
The new options we have with LLMs is to increase the rate of testing, and test out the benefits of low stakes testing at scale.
Punishing innocent people out of negligence is not pragmatism, and refusing to tolerate such punishment is not armchair philosophy.
I think you're basing this off a fundamental misunderstanding of what these detectors look for. LLMs generate human-like text, but they also generate roughly the same style and content every time for a given prompt, modulo some small amount of nondeterminism. In essence, they are a very predictable human. Ask Gemini or ChatGPT ten times in a row to write an essay about why AI is awesome, and it will probably strike about the same tone every single time, with similar syntax, idioms, etc.
This is what these tools detect: the default output of "hey ChatGPT, write me a school essay about X". This can be evaded with clever prompting to assume a different writing personality, but there's only so much evasion you can do without making the text weird in other ways.
This is true only for base models, but few people would use a base model for writing assignments. Output from models trained to be assistants is, so far, decently recognizable.
That's not like detecting thoughts via fMRI, it's like detecting tomorrows malware with yesterday's malware signatures. Or like researchers making a vaccine against the common cold
And the obvious proposal to fix that has been made multiple times in this thread: don't make take-at-home tasks part of the grade. Instead of trying to punish what you can't reliably detect, take away the incentive to do it in the first place
Do AI vendors specifically train models to circumvent AI detectors? Why would they?
I don't understand your argument. The vendors for these detection tools can acquire recent samples from all frontier models just as easily as you can use them to write essays. There's nothing that requires a one-year delay.
Different people. I for one have always claimed that fMRI is too coarse-grained for detailed thought detection.
If AI detection "sometimes fails", it doesn't "work". It works well enough to convict someone with other evidence, but when there's no other evidence nor an attempt to get any, it has no good use.
What I propose is simple: grade only closed-book exams, and hold students' phones during the exams. Students don't need 1:1 monitoring, it's the same as 10-20 years ago.
(This is roughly the same problem as evaluating software that only does an approximation of what it claims to do.)
(Aside: AI-based variations on this theme are in the early stages of proliferating across our society. They're being developed by many people using this forum and being sold to our schools, businesses, governments, and other organizations with little regard to whether they actually do what they claim.)
This is tackling the problem from the wrong direction. The right direction would be to make it harder to cheat in the first place. For example: if the student submits an essay, and that student is able to coherently and accurately answer any questions asked about the essay in a face-to-face conversation, then that student is probably the genuine author of that essay.
- I don't think this lowers the cost of detection as much as you imagine. You still need to know the paper better than the student and have to sacrifice already tight instruction/planning/grading time to have all of these conversations. Even if you catch enough to successfully deter most, it likely means not covering something else. It won't be too hard to catch low-effort cheaters who can't be bothered to read the paper, but you're on the low-leverage side of an arms race with the remaining students. You have experience on your side and they can't know what you'll ask, but they outnumber you and can certainly read the paper and use LLMs to quiz them on it. You have to invest your effort without knowing how each student prepared, so you'll spend about as much effort on every low-effort cheat as you do on the highest-effort cheat you are prepared to catch.
- Not sure it is "from the wrong direction" since both approaches raise the cost of cheating and lower the cost of detecting it.
- While this does avoid encouraging students to dumb down their work, it does still raise the cost of not-cheating. Unless you surprise the students with these conversations, the ones that care most will still anxiously prepare.