The essay-writing skills of ChatGPT (and Google's Bard, when it becomes available) has caused consternation in teaching circles. A spokesperson for the International Baccalaurete (IB) sees these bots, as an 'extraordinary opportunity' (
https://www.theguardian.com/technology/2023/feb/27/chatgpt-allowed-international-baccalaureate-essays-chatbot). The IB is taken by thousands of students in circa 120 UK Secondary schools. It's a pre-University qualification, essentially equivalent to GCSE 'A' levels or Scottish 'Highers'. The IB board will allow ChatGPT-generated content to be incorporated in essays for their examinations. In such cases, they say, this content must be cited 'like any other source' e.g. a quotation from a book or a website. One can argue that ChatGPT and 'Bard' are just technologies (like the word processor) that can be used to benefit everyone. It can also be argued, however, that their output is clearly
not 'like any other source'. Bot output is unique, making plagiarism checks futile. Examiners would have to rely on students honestly admitting the bot's employment. Some scientists (vetoed by many journals) have attempted to credit ChatGPT as a co-author on their papers. Students may become too reliant of CHatGPT aid when writing an essay for coursework submission. How, then can one judge their performance on 'unseen' invigilated examinations? Perhaps the days of the essay are numbered?
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