超越检测：在马德里理工大学重新设计生成式人工智能的评估与治理
Beyond Detection: Redesigning Assessment and Governande of Generative AI at the Universidad Politécnica de Madrid (UPM)
AI总结：
本文主张大学应放弃对AI检测的执着，转向制定课程规则、重新设计评估方式，并建立AI素养计划，以马德里理工大学的六维战略框架为例。
摘要：
大学对生成式人工智能（GenAI）的反应在国际上和西班牙国内都显著不同。到目前为止，主导反应是防御性的，即大多数机构将辩论围绕AI检测、抄袭、学术诚信以及学生努力程度的假定下降，优先为学术人员而非学生提供基础培训。另一组先锋大学则相反，追求更深层次的采纳，并假设任何基于预防或制裁的政策都不可行。本文支持第二种观点。执着于检测是死胡同，因为生成的文本越来越难以与人类写作区分，而检测器仍然频繁误报，不可信赖。大学需要的是协调一致的努力，为GenAI的使用制定明确的、逐课程规则，重新设计评估方式，转向真实和跨学科的评估，以培养批判性思维和学习者自主性，并建立一个严肃的AI素养计划，将学生视为关键的共同创造者而非被动用户。然而，挑战不仅是教学上的。在大学规模上的采纳也引发了组织、技术、运营、法律和经济问题，这些问题必须共同解决。在此背景下，马德里理工大学（UPM）正在制定一项战略性和可持续的AI政策和采纳框架，围绕六个维度展开，其中AI作为学生自主性和教学创新的推动者，而非需要监管的威胁。
英文摘要：
Universities have responded to generative artificial intelligence (GenAI) in noticeably different ways, both internationally and within Spain. So far, the dominant reaction has been defensive, this is, most institutions frame the debate around AI detection, plagiarism, academic integrity and a presumed drop in student effort, prioritizing basic training for academic staff over students. Other group of pioneering universities is doing the opposite, pursuing deeper adoption, and assuming that any policy built on prevention or sanction will not hold. This paper sides with that second view. Obsessing about detection is a dead end, since generated text is increasingly hard to distinguish from human writing, and detectors still misfire too often to be trusted. What universities need instead is a coordinated effort to set clear, course-by-course rules for GenAI use, redesign assessment toward authentic and interdisciplinary assessment that fosters critical thinking and learner autonomy, and build a serious AI-literacy programme that treats students as critical co-creators rather than passive users. The challenge, though, is not only pedagogical. Adoption at university scale also raises organisational, technical, operational, legal and economic questions that have to be solved together. In this context, the Universidad Politécnica de Madrid (UPM) is developing a strategic and sustainable AI policy and adoption framework structured around six dimensions, in which AI functions as an enabler of student autonomy and pedagogical innovation rather than as a threat to be policed.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
