Take-home assessments to be banned in radical HSC overhaul

The NSW Education Minister Prue Car has announced plans to ban take-home assessments in the Higher School Certificate (HSC) in response to a growing problem of AI-assisted cheating among high school students. This move sets a precedent for other states and territories, which may follow suit.

Statistics show that over 1,000 cases of cheating were recorded in HSC school-based tasks last year, with most incidents related to take-home assessments. The use of artificial intelligence is driving this surge in misconduct, as students increasingly rely on AI-powered tools to complete assignments and even outsource thinking for low-stakes activities.

The reliance on AI undermines the integrity of the HSC and erodes confidence in the credential itself. As Minister Car noted, “the value of the HSC depends on it accurately reflecting student knowledge, ability, and understanding.” The current trend of outsourcing intellectual work to AI threatens this foundation.

But the problem goes beyond academic integrity. The over-reliance on technology also impacts students’ critical thinking and problem-solving skills. As Car warned, “if you want to run a marathon, you don’t practice on a computer.” This trend is already affecting universities across Sydney, where entry has become increasingly competitive due to funding changes.

The move by NSW is part of a broader review into the impact of AI on student learning. However, it remains to be seen whether the ban on take-home assessments will be enough to stem the tide of cheating. Education analysts argue that teachers will continue to use standard monitoring and other methods to ensure submitted work reflects students’ own learning.

The debate now centers on what additional measures can be taken to address this issue. Some suggest shifting focus from banning technology to implementing more effective safeguards, while others propose reevaluating education policies to prioritize hands-on learning experiences over screen-based activities.

Australia’s Digital Education Revolution of 2008 has had unintended consequences that are now impossible to ignore. Policymakers and educators must come together to find solutions that balance the benefits of technology with the need to preserve academic integrity. The stakes are high, but the potential rewards are too great to ignore.

By taking bold action now, Australia can ensure education remains a beacon of excellence and a springboard for future generations. The time for half-measures is over; it’s time to get real about the role of technology in our classrooms.

As other countries move towards banning AI from school learning – Norway has announced plans to ban primary students from using AI – Australia is at the forefront of a global conversation about the limits of technology in education. One thing is clear: we can’t afford to wait any longer to address this crisis.