We have issued a statement with the Institute of Mathematics and its Applications (IMA) and the London Mathematical Society (LMS) highlighting our concerns over academic integrity in university assessments and the issue of work not being the candidates’ own.
This follows on from statements released on this issue previously. In 2021, we expressed concerns over the move to online assessment for university students. We highlighted these concerns again in 2022, when we and our fellow mathematical science bodies became aware that a number of universities planned to remove, either partially or entirely, on-campus examinations and closed-book assessments. Our 2022 statement stressed that, in the interests of fairness, all learners should be given equal opportunities to demonstrate their knowledge.
Over recent years, mathematical science departments have substantially adapted their degree programmes to take advantage of the developments in online learning and assessment technology. This was accelerated by the pandemic, when a lot of teaching had to be moved online, but this trend has continued despite Covid restrictions being lifted.
While earlier concerns around collusion, file sharing, and outsourcing remain relevant, generative artificial intelligence has fundamentally altered the landscape of academic integrity. These tools can produce mathematically coherent answers to structured questions in seconds, often indistinguishable from student-generated work.
We along with the IMA and LMS call on all universities to support their departments by providing access to the full range of assessment methods, including in-person exams, that are most appropriate for their discipline.
Read the full statement.