After one year of ChatGPT, many teachers still do not know how to proceed if they suspect AI cheating. 6 out of 10 lecturers state that the school has no guidelines for the use of artificial intelligence (AI). This is shown by the Lektorlaget member survey from October 2023. At the same time, 58 percent of teachers at Norwegian upper secondary schools say that they have caught students cheating with AI aids such as ChatGPT or similar. This is shown by a survey carried out by Opinion on behalf of Utdanningsnytt. The subject of ChatGPT in school was also taken up on news’s ”Debate” on Thursday evening. There, school councilor in Oslo, Julie Remen Midtgarden (H), said that they are running a pilot project in 24 secondary schools and upper secondary schools, where they are introducing the use of artificial intelligence. – A cheating tool Education Minister Kari Nessa Nordtun (Ap) urged caution and more knowledge, while associate professor Jonas Maas Nilsen was clearly against it. – We use the classroom as a laboratory for new technology and the children as guinea pigs, he says on “The Debate”. Nilsen claims it is a story of “headless digitization of the school”, and that past mistakes are now being repeated. – Today it is not a learning tool, it is a cheating tool, he says and points to the new survey. Lack of guidelines The lecturer emphasizes that teacher training and good guidelines are needed. As of now, there are no common, national guidelines for how teachers should proceed if they suspect cheating with AI in school work. – We have been clear that guidelines have been lacking since the beginning. If the challenges with AI are solved differently in schools, it is a big problem, says Helle Christin Nyhuus, leader of the Lektorlaget. Helle Christin Nyhuus, leader of the Norwegian Association of Lecturers. Photo: Fartein Rudjord The Norwegian Directorate of Education does not intend to create any either. Several counties have their own guidelines for the use of AI in schools, but fewer have specific guidelines when it comes to suspected AI cheating in assessments. Ahead of the teachers – I feel the students are a step ahead of the teachers, says Elena Håland. She is a student at St. Olav upper secondary school in Stavanger, and has experienced that there have been suspicions of AI cheating in submissions. She feels that it is often those who do not use AI who are suspected, that those who actually cheat know what to do to avoid being caught. Villian Samdar Kakay and Elena Håland feel that the students who cheat with AI are always one step ahead of the teachers. Photo: Stella Marie Brevik / news – It is a slap in the face if you are accused of cheating, when you have worked long and thoroughly on something, says Håland. – Lecturers find it boring to work as detectives. Teachers face such dilemmas every day: You may suspect that a student has used AI, but you don’t have the tools to be able to verify it. Then you can find yourself in an unpleasant situation, where you have to make students suspicious, says Nyhuus, leader of the Lecturers’ Association. – Not as a shortcut Pupils at St. Olav VGS can use AI in teaching, as an aid – not as a shortcut. Photo: Stella Marie Brevik / news At St. Olav, the students have Spanish lessons with lecturer Marianne Hogsnes-Rødland. They will learn more about Christopher Columbus – in Spanish. The teacher asks the students to use NDLA’s new chatbot to help with their work. – It is good as a tool for gaining an understanding of material. I have asked chatbots for explanations of terms and in-depth information, says Marit Victoria Straume. Marit Victoria Straume is a student at St. Olav VGS. She uses AI to better understand the material. Photo: Stella Marie Brevik / news At the same time, Straume points out that one should be careful about which sources the artificial intelligence uses. – In maths lessons, we program. Then the teacher says that you can use AI as an aid if you’re stuck, or to see what’s wrong, but not as a shortcut, says Villian Samdar Kakay. – Do you think people still do it? Using AI as a shortcut? – Yes, I think there are people who can feel a bit lazy or have little time, who can take some shortcuts, says Kakay. The pupils must be reassured Hogsnes-Rødland is the main shop steward in Rogaland for the Lecturers’ Association. She explains that teachers have little opportunity to control what pupils use of aids. Marianne Hogsnes-Rødland is the main shop steward in Rogaland for the Association of Lecturers and lecturer at St. Olav VGS. She uses AI in her teaching. Photo: Stella Marie Brevik / news – The consequences will be that we have to change the way we assess and give our students other types of tasks. We must follow the learning process of the students in an even closer way than before, and to a greater extent use oral forms of assessment. She believes that national guidelines can contribute to teachers being more confident in the assessment, and to pupils being confident that the assessment they receive is fair. Nevertheless: – The main problem is how we can control and follow up the use of AI in practice. Not getting guidelines Øystein Nilsen is department director in the Norwegian Directorate of Education, and works with AI in schools. He says that national guidelines will not come, but that professional advice is on the way. Some will come at the end of February, while advice specifically related to assessment will come in June. – We give professional advice that provides a good basis for guidelines, but we cannot assume the responsibility and room for action that the school owners have, says Nilsen. The school owners, i.e. the county council, are therefore free to make their own guidelines. Lack of a clear answer – Many have probably pressed the pause button – several have gone back to normal handwritten tests with pen and paper. It is probably a reaction to the fact that we do not have good enough guidelines for assessment. That’s what Leif Johannes Omland, who is the main shop steward together with Hogsnes-Rødland, says. Leif Johannes Omland is the main shop steward in the Lecturers’ Association. Photo: Private – A lot of creative innovation comes out of this, but most of this is about teaching, not assessment. We still do not have a clear answer on how to ensure fair assessment. Humble Directorate The Directorate of Education has developed digital competence packages, which also embrace AI and assessment in schools. However, the members of the Lecturers’ Association report back that the competence packages are not thorough enough. – The vast majority of the 13,000 users of the competence package are satisfied. They are probably not thorough enough, but we are developing them as fast as we can. We have been clear with the schools – and humble – that we must learn together, says Nielsen in the Directorate of Education. Equal access Lene Merete Bakkedal is union secretary of the National Association of Schools. Photo: Runar Nørstad, National Association of Schools Lene Merete Bakkedal is union secretary of the National Association of Schools. She points out that AI in school is not only negative: – I think one of the advantages of ChatGPT is that it can help students get started. Some get a lot of help and input from parents and siblings, while some don’t have that support. With ChatGPT, everyone has equal access to help.
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– A cheating tool – news Rogaland – Local news, TV and radio
