Comment by alex77456

There're several sides to this.

Different courses and universities vary in teaching quality greatly. Often the examination criteria is loosely correlated with knowledge or skill and students end up studying 'around' the examination process, rather than learning for the sake of it or for enjoyment.

Someone mentioned verbal exams - this is the way to do it, but I only had a pleasure to do very few in my years. Probably because it's seen as 'too time consuming' or 'time wasteful', so the shift is then to the student to waste their time instead.

And then you get the occasional course with a lecturer everyone just pays 100% attention to and engages with, where you almost don't need an exam in the first place.

'The problem of LLMs in academia' is a symptom. You get what you measure.