Challenging AI in Assignment-Based Exams: A Practical Audit Tool for Planners and Assessors | ||
| Journal of Health Professions Education and Innovation | ||
| Volume 2, Issue 3, September 2025, Pages 1-3 PDF (410.43 K) | ||
| Document Type: Letter to the editor | ||
| DOI: 10.21608/jhpei.2025.413997.1047 | ||
| Author | ||
| Wagdy Talaat* | ||
| Professor and President of the Egyptian Society for Medical Education | ||
| Abstract | ||
| Background: The rise of generative artificial intelligence (AI) poses both opportunities and threats in academic assessment, particularly in assignment-based examinations. For planners and assessors, safeguarding the integrity of assessments is paramount. This editorial introduces a concise “AI Resistance Audit” checklist to help educators evaluate and enhance the resilience of their assignments against inappropriate AI-generated responses. The tool is designed for rapid use, supporting immediate implementation in educational settings while aligning with principles of fairness, transparency, and academic integrity. The checklist integrates principles of authenticity, higher-order cognitive assessment, context specificity, and monitoring strategies. Its adoption can help ensure alignment of assessment with intended learning outcomes. Objective: To propose a concise, evidence-informed audit checklist enabling educators and institutions to identify and address AI resistance in educational environments. Methods: A review of current literature on AI adoption in HPE was synthesized into a one-page, 10-item planner–assessor audit tool. Results: The tool addresses four domains—attitudinal, knowledge/skills, institutional policy, and ethical/legal—each with practical indicators and a simple tick-box format for implementation. Conclusion: The AI Resistance Audit Checklist is a practical, scalable instrument that can help guide responsible AI integration in HPE settings. | ||
| Keywords | ||
| Academic integrity; Artificial intelligence; Higher education; Audit checklist; Educational planning | ||
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