this problem is just an exacerbation of the longstanding duel between students and educational institutions caused by incentive misalignment due to credentialism. the proposed solution of using "ai-proof" evaluation techniques seems a bit like conducting a coding interview and not letting the interviewee check documentation (in the real world, you're encouraged to use this tool), but realigning higher education around the current year's best ai model is also a laughable prospect.
knowing the type of student I was, I would have heavily used chatGPT for assignments in the same way that I always used sparknotes. but now when I want to learn something out of intrinsic motivation, gpt4 is an extremely valuable tool (of many in the toolbox), and someone attempting to take it away from me would be doing my education a disservice. it's impossible to solve the problem that this article presents without addressing the underlying forces on students causing external regulation vs students being intrinsically motivated to learn
mostly a collection of ascii simulations