Run a 12-minute Evaluation Gate. Require it before drafting begins. Students must show how they evaluated options before they committed to one.
When the Evaluation Gate precedes drafting, the student has already made a visible judgement before the AI tool produces anything. That judgement is the learning. The draft that follows is evidence of the gate working, not a replacement for it.
Students who complete the gate and then draft produce work they can defend. Students who draft and then retrospectively justify cannot reconstruct the evaluation because it never happened. The sequence is the integrity move.
Students generate three explanations of a science idea. They use a class rubric: accurate, uses class vocabulary, includes an example. They choose one and justify the choice in four sentences.
Before an internal draft, students bring two candidate thesis statements. They complete an Evaluation Gate: which is more defensible given the evidence pack, what is the key weakness, and what would fix it.
Does the Evaluation Gate assess the intended learning, reasoning and evidence use, rather than tool fluency and polish?
Evaluation is where privacy, bias, and accuracy live. Are students aware that confident output can still be wrong? Are they using only class-approved materials where required?
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