Teacher Protocol for Handling Possible Inauthentic Work
This protocol helps teachers respond thoughtfully when they suspect a student may not have independently completed an assignment. The focus is on understanding the student’s process, documenting observable evidence, and preserving trust, not proving AI use.
Before taking any formal action, begin with a conversation framed around curiosity, not accusation. Ask the student to walk you through their process and explain how the work was created. Emphasize that your goal is understanding, not punishment.
If concerns remain after your initial conversation, gather observable evidence. Instead of including the full checklist directly on this page, use the link below to access the formal documentation tool.
Teacher Evidence Checklist: Suspected Inauthentic WorkUse the documentation you collected to guide follow-up actions. Depending on the evidence and the student conversation, this may include a second conversation, contacting parents/guardians, or involving administrators.
Ensure that any consequences align with your syllabus expectations and school-wide policies on academic integrity and AI use. Maintain clarity and consistency to support fairness across classrooms.
Documentation should support reflection and due diligence—not punishment. Focus on observable discrepancies, not assumptions about AI use.