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395 points pseudolus | 1 comments | | HN request time: 0.241s | source
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dtnewman ◴[] No.43633873[source]
> A common question is: “how much are students using AI to cheat?” That’s hard to answer, especially as we don’t know the specific educational context where each of Claude’s responses is being used.

I built a popular product that helps teachers with this problem.

Yes, it's "hard to answer", but let's be honest... it's a very very widespread problem. I've talked to hundreds of teachers about this and it's a ubiquitous issue. For many students, it's literally "let me paste the assignment into ChatGPT and see what it spits out, change a few words and submit that".

I think the issue is that it's so tempting to lean on AI. I remember long nights struggling to implement complex data structures in CS classes. I'd work on something for an hour before I'd have an epiphany and figure out what was wrong. But that struggling was ultimately necessary to really learn the concepts. With AI, I can simply copy/paste my code and say "hey, what's wrong with this code?" and it'll often spot it (nevermind the fact that I can just ask ChatGPT "create a b-tree in C" and it'll do it). That's amazing in a sense, but also hurts the learning process.

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1. ryandrake ◴[] No.43635388[source]
I think teachers also need to reconsider how they are measuring mastery in the subject. LLMs exist. There is no putting the cat back into the bag. If your 1980s way to measure a student's mastery of a subject can be fooled by an LLM, then how effective is that measurement in 2020+? Maybe we need to stop using essays as a way to tell if the student has learned the material.

Don't ask me what the solution is. Maybe your product does it. If I knew, I'd be making a fortune selling it to universities.