Our work examines the evolution of undergraduate students’ appraisals of genAI fairness in school curriculum across a two-year horizon. We identify and present differences in students’ fairness appraisals and rationales between this academic year and last, delving into underlying sources of change and their implications for higher education policy.

To measure learning with AI, students must be afforded opportunities to use AI consistently across courses. Our interview study of 36 undergraduates revealed that students make independent appraisals of AI fairness amid school policies and use AI inconsistently on school assignments. We discuss tensions for measurement raised from students’ responses.