Positioning Generative Artificial Intelligence in STEM Assessment: When to Require, Scaffold, or Restrict Its Use

Abstract

Generative Artificial Intelligence (GenAI) presents a governance challenge for STEM assessment. Unrestricted access can enable task outsourcing that undermines the validity of traditional assessments, while blanket prohibitions are difficult to enforce, may drive use underground, and do little to prepare students for workplaces where GenAI supported workflows are increasingly common. This paper proposes a student focused framework grounded in Evidence Centered Design (ECD) that specifies when to restrict, scaffold, or require GenAI use in STEM assessment. The framework extends existing AI use taxonomies by providing decision rules that link target constructs, evidence requirements, and task characteristics to governance regimes. Restriction is warranted when GenAI threatens construct relevant evidence for unaided proficiency, particularly for foundational knowledge and routine skills. Scaffolding is appropriate when bounded GenAI support reduces peripheral demands while maintaining interpretability. Requiring GenAI is appropriate when the target construct involves human AI collaboration and AI literacy. Using examples from introductory physics, we illustrate how tasks can be designed under different GenAI use policies. The framework provides guidance for preserving learning integrity while supporting preparation for AI enabled environments.