Ensuring Computer Science Learning in the AI Era: Open Generative AI Policies and Assignment-Driven Written Quizzes

TL;DR

This study explores integrating generative AI into CS education by allowing AI-assisted programming while ensuring student mastery through targeted, independent quizzes, with preliminary data indicating this approach does not impair learning outcomes.

Contribution

It proposes an assessment model combining AI-enabled assignments with verification quizzes to maintain learning integrity in the AI era.

Findings

No significant correlation between GenAI use and assessment performance

Assignment-driven quizzes effectively verify student understanding

Preliminary evidence supports responsible AI policy adoption in CS education

Abstract

The widespread availability of generative artificial intelligence (GenAI) has created a pressing challenge in computer science (CS) education: how to incorporate powerful AI tools into programming coursework without undermining student learning through cognitive offloading. This paper presents an assessment model that permits the use of generative AI for take-home programming assignments while enforcing individual mastery through immediate, assignment-driven written quizzes. To promote authentic learning, these in-class, closed-book assessments are weighted more heavily than the assignments themselves and are specifically designed to verify the student's comprehension of the algorithms, structure, and implementation details of their submitted code. Preliminary empirical data were collected from an upper-level computer science course to examine the relationship between self-reported GenAI usage and performance on AI-free quizzes, exams, and final course grades. Statistical analyses revealed no meaningful linear correlation between GenAI usage levels and assessment outcomes, with Pearson correlation coefficients consistently near zero. These preliminary results suggest that allowing GenAI for programming assignments does not diminish students' mastery of course concepts when learning is verified through targeted, assignment-driven quizzes. Although limited by a small sample size, this study provides preliminary evidence that the risks of cognitive offloading can be mitigated by allowing AI-assisted programming practice while verifying understanding through assignment-driven, AI-free quizzes. The findings support the responsible adoption of open GenAI policies in upper-level CS courses, when paired with rigorous, independent assessment mechanisms.