Faced with rising AI-assisted cheating, Canadian universities are testing new ways to assess students—blending tradition with innovation in the classroom.
Institutions Seek New Assessment Models
Canadian post-secondary institutions are in a transitional phase, re-evaluating how to assess students in the face of artificial intelligence (AI) tools like ChatGPT. Following the widespread adoption of online exams during the COVID-19 pandemic, fears of AI-powered cheating have spurred educators to rethink traditional testing formats.
Surge in AI Use Raises Academic Integrity Questions
A 2024 KPMG study revealed that 60% of Canadian students use generative AI for schoolwork, prompting universities to question how to preserve academic integrity. Some professors have responded by reviving handwritten exams, while others explore oral testing or even integrating AI into assignments with reflective components.
Professors Balance Integrity and Innovation
Karsten Mundel, co-chair of the University of Alberta’s AI steering committee, emphasizes that AI should not be reduced to a mere cheating tool. Instead, he encourages transparency, asking students to explain how they used AI, including prompt inputs. This, he argues, deepens students’ understanding and aligns with evolving educational goals.
Students Call for Balanced, Real-World Approaches
University of Alberta Student Union’s Katie Tamsett and University of Toronto Student Union’s Melani Vevecka both advocate for AI to be treated as a learning tool, not just a threat. Vevecka cautions against reactive policies, urging universities to foster trust, inclusivity, and transparency rather than punitive oversight.
Debate Over Handwriting and Accessibility
The return to pen-and-paper testing, while familiar to some, presents accessibility challenges. Many students—raised on digital tools and lacking formal training in cursive—struggle with long-form writing. Critics argue this shift disproportionately affects students with learning differences or anxiety, and fails to reflect real-world job environments where AI use is common.
AI Integration Over Fear-Based Restrictions
At the British Columbia Institute of Technology, Provost Jennifer Figner describes the in-person exam trend as “fear-based.” She advocates for embedding AI in assessment rather than reverting to outdated formats. While acknowledging that cheating became easier during the pandemic-AI overlap, Figner stresses the need for modern evaluation strategies that reflect technological realities.
As generative AI becomes a staple in both academic and professional spaces, Canadian universities are navigating complex questions about fairness, accessibility, and relevance. The outcome of this moment will likely reshape the future of education—not just how students are tested, but what they’re taught to value.
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