[abathur]

Sure--yes--the student will learn something if they actually wrote a 20-page paper on some given topic. But how are you going to evaluate their ability to compose the 20-page argument?

I would prefer not to be confrontational here, but I am having a hard time imagining that you've deeply considered the pedagogy of how to teach and evaluate students on squishy skills like this.

Knowing a bunch of facts about something is a world apart from structuring a compelling in-depth argument about it.

[kayo_20211030]

In the simplest case, where we'll say the exam question was precisely the topic of the 20 page paper, the candidate would be golden. Of course, it's unlikely in a 3 hr. exam that you'll be asked to write a 20 page response; but in edited form, you could definitely produce three cogent pages about some particular aspect of the original paper - if you've done the work. If you truly wrote the 20 page paper, you can surely produce three literate, cogent, responsive and topical pages.

[Wowfunhappy]

I think schools need to set up additional, new proctoring sessions for this type of work. This will likely be something they have to hire for. A student can come and work for four hours, then hand in their in-progress draft and leave, then return later to finish it. (And please for the love of god, let students do this on offline computers, don't make them handwrite everything!)

[pibaker]

What stops a student from going home and asking chatGPT to write about few bullet points about how to answer and coming back the next day doing what chatGPT told him to do?

[Wowfunhappy]

They'd need a very good memory. You can't make cheating impossible, before ChatGPT they could have asked a friend for help.