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I am writing in response to the op-ed, “3 easy wins to modernise Hong Kong’s education system” (September 4), particularly its argument that assessment must adapt to artificial intelligence.

The most useful change would not be another rule telling students whether artificial intelligence (AI) is allowed. It would be redesigning assignments so that the learning process becomes visible.

A final essay is now a weak piece of evidence on its own. A student may have written it independently, used AI only to edit a few sentences, or handed most of the thinking to a chatbot. An AI detector cannot reliably tell those situations apart. The better question is what the student actually did between receiving the assignment and submitting it.