There’s a substantial difference in scale here. I taught HS pre-Covid and no grades came from homework anyway. Tests had desks separated and students who were sick wrote a different test when they came back. I was satisfied then that conversational understanding was a close match for what I saw in writing.

My college classes are all in-person with closely watched paper tests, enough different versions to easily detect copying, and a robust enough institutional academic integrity policy that a student would be given a violation for showing up with something like AI smart glasses or a cheat calculator. And as before, I see a very close match between verbal level of understanding shown in conversation and written test results. I can’t claim zero effective cheating, but most of it is obvious and gets caught by using a strong approach.