Abstract
<jats:p>The advancement of Generative Artificial Intelligence (GAI) tools has led to students increasingly using these tools to generate essays, code programs, and respond to reflective questions, often with minimal or no personal input. This trend challenges traditional notions of authorship, originality, and the learning process. This article examines the implications of GAI use in student assessments. It begins by defining the capabilities of GAI, then explores how students currently utilize these tools and the growing difficulty in detecting such usage. Overcoming the limitations of current detection methods requires a pedagogical shift that incorporates ethical and responsible use of GAI. Additionally, promoting transparency, guiding students on proper attribution, and encouraging responsible GAI usage is essential in fostering academic integrity. Means of progressing these requirements through policy development, curriculum reform, and training for both students and educators are discussed. The article concludes with guidelines for assessment design and areas for future research.</jats:p>