31–40 of 183 posts
Did they not even test their AI detection tool to verify that it can detect when something is human written? That should have been exactly as important as the opposite. Maybe a tool that checked that would be equally as ineffective and we’d move on from the subject entirely
I've started do this on social media. I got "called out" after using big words or using a - in a sentence. So now I write less good on purpose, so whatever I commented doesn't get drawn into a sidetrack off-topic witch-hunt. As soon as someone yells "witch" you cannot disprove you're not one, and I've even had people put my handwritten comments through "AI detector" websites that "proved" they were AI (they weren't).…
I don’t think this is a good long term solution. LLMs can do easy language substitutions and you can even force them to add errors. So relying on that alone won’t work as people intentionally make things look more “human.”
Earlier quoted context omitted.
> I've been thinking about this in product contexts too. Have you considered using your own words to express those thoughts?
Yes, Sorry, I did not instruct my agent to do this. I wanted to give it more autonomy and try to make it more aggressive with tool use. Will block it from here >.>
Did not this self censorship process started decades ago? There are certain answers expected in academia, arguing for anything else would get you in troubles. Not using “devoid” seems pretty minor inconvenience.
For me biggest wtf is why students are still expected to write graded essays, and to keep this make believe it is somehow useful and applicable skill.
I've started do this on social media. I got "called out" after using big words or using a - in a sentence. So now I write less good on purpose, so whatever I commented doesn't get drawn into a sidetrack off-topic witch-hunt. As soon as someone yells "witch" you cannot disprove you're not one, and I've even had people put my handwritten comments through "AI detector" websites that "proved" they were AI (they weren't).…
I've begun downvoting each and every entry that questions the authenticity of a comment or article.
I don't even bother if the claim is true or not. A text can be AI-generated and interesting, or human-written and dumb.
Glad to see some schools and teachers teach how to use them well, rather than ban them outright.
I object to the idea that the LLM writing that these students are trying to distinguish themselves from, is actually good in the first place. Although students might well end up writing worse because people are trusting the detection of LLM content to other LLMs. (And really, it's bizarre that these massively complex systems required to produce roughly human-like output, apparently offer such simplistic reasoning for…
> If you can't detect the whiff of LLM with your own senses, then it has been used properly and shouldn't be faulted. But wouldn't this apply to any cheating method? I don't think educators would be able to tell the difference between using a calculator, getting answers from previous tests, resubmitting assignments, etc.
> using a calculator
Students who are at a level where they'd be learning to do the computations a calculator does, shouldn't have graded homework. And even at that level, real mathematics is more than just computation.
> getting answers from previous tests
Decades ago, my teachers and professors knew advanced tricks for this, like "not just reusing the test questions from last year". Sometimes they even changed the constants in math questions between sections of the class.
Reading previous tests (including correct answers) was never considered cheating, or even slightly unethical, in my education. In fact, one of our professors had this party trick of working through all the answers for a past-year exam (perhaps multiple of them; I can't recall the details, but certainly much faster than students were expected to work things out under exam conditions) in the space of a single lecture, near the end of the course. Students were meant to see this and learn from it (as well as be impressed).
> resubmitting assignments
Why would you ever not notice this?
I object to the idea that the LLM writing that these students are trying to distinguish themselves from, is actually good in the first place. Although students might well end up writing worse because people are trusting the detection of LLM content to other LLMs. (And really, it's bizarre that these massively complex systems required to produce roughly human-like output, apparently offer such simplistic reasoning for…
Grade school has never been kind to genuine writers. It reminds me of SAT essays that favored formulaic writing, because guess what: the grading criteria were formulaic! I think grading in general can be stymying for students' motivation and creative drives.
Being able to write in a formulaic manner is a skill though. Not being able to write properly is not great for communication.
I wish brevity and linguistic precision were taught more, as well. Miscommunication due to ambiguity is one of the biggest causes I see for confusion or heated arguments.
How about going back to the old system where, apart from experimental lab work, nothing is graded until the end of the term?
All weekly assignments should just be considered prep for one exam at the end of the term where the student has an opportunity to demonstrate mastery of the course's subject matter. They can prepare as they wish, use AI, and even cheat on the homework, but there will be a revelation at the end of the term.
That final test can be proctored, monitored, audited to ensure that whatever words are used are indeed the student's own words. The resulting grade depends on that, and that alone.
The approach of continuous assessment, which to me always seemed suspect and ripe for abuse, was completely broken by the AI tools that are now available.