Positioning Generative Artificial Intelligence in STEM Assessment: When to Require, Scaffold, or Restrict Its Use
Generative Artificial Intelligence (GenAI) presents a governance challenge for STEM assessment. Unrestricted access can enable task outsourcing that undermines the validity of traditional assessments, while blanket prohibitions are difficult to enforce, may drive use underground, and do little to prepare students for workplaces where GenAI supported workflows are increasingly common. This paper proposes a student focused framework grounded in Evidence Centered Design (ECD) that specifies when to restrict, scaffold, or require GenAI use in STEM assessment. The framework extends existing AI use taxonomies by providing decision rules that link target constructs, evidence requirements, and ta...
| Authors | Yizhu Gao, Zhongzhou Chen, Min Li et al. |
|---|---|
| Primary category | cs.CY |
| Published | 26 April 2026 |
| Last updated at source | 26 April 2026 |
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