<aside> 🖐🏼

The Proposal

Regarding the artifacts see My Approach to AI Resistant Assessment (Spring 2026)

Even if you don’t grade these artifacts directly, students could submit weekly in-class written work that accumulates into a portfolio of understanding.

That portfolio provides protection and evidence when AI misuse is suspected, and it gives instructors a concrete record of what students do—and do not—understand by the end of the term.

</aside>

We need to move away from assessments that can be completed with AI. Last semester, roughly 10–15% of students in two classes were using AI in class—undetected—on D2L quizzes, even while I was watching.

‣

Patterns from My Classes 11-9-25

Faculty Guide to AI Browsers

‣

To address this, I’m moving to weekly mastery assessments.

During class, students produce handwritten work on paper. They scan it using their phone’s built-in document scanner (Scan Handwriting for Upload w/Built-in App) and submit it to a Dropbox.

These artifacts can be anything that gives me a glimpse of what they know:

• Beginning of class - describe important concept from today’s reading
• Submit your written class notes at the end (my students don’t get computers for notes)
• Consider this question, write down thoughts, then discuss with partner add, submit
• High ROI AI Assignments the sandwich could work for this
• Three question quiz, no points, but explain why each distractor is correct or not
• I love to ask for analogies and analogical reasoning the epitome of conceptual transfer

Submissions can be anything written in class:

• The think portion of think-pair-share
• Create an analogue for this concept
• Textbook reading check

By the end of each week, students will typically have 3–5 written artifacts.