  The emergence of large language models has led to the development of powerful
tools such as ChatGPT that can produce text indistinguishable from
human-generated work. With the increasing accessibility of such technology,
students across the globe may utilize it to help with their school work -- a
possibility that has sparked discussions on the integrity of student
evaluations in the age of artificial intelligence (AI). To date, it is unclear
how such tools perform compared to students on university-level courses.
Further, students' perspectives regarding the use of such tools, and educators'
perspectives on treating their use as plagiarism, remain unknown. Here, we
compare the performance of ChatGPT against students on 32 university-level
courses. We also assess the degree to which its use can be detected by two
classifiers designed specifically for this purpose. Additionally, we conduct a
survey across five countries, as well as a more in-depth survey at the authors'
institution, to discern students' and educators' perceptions of ChatGPT's use.
We find that ChatGPT's performance is comparable, if not superior, to that of
students in many courses. Moreover, current AI-text classifiers cannot reliably
detect ChatGPT's use in school work, due to their propensity to classify
human-written answers as AI-generated, as well as the ease with which
AI-generated text can be edited to evade detection. Finally, we find an
emerging consensus among students to use the tool, and among educators to treat
this as plagiarism. Our findings offer insights that could guide policy
discussions addressing the integration of AI into educational frameworks.

Computers and Society;Artificial Intelligence