The AI Detector for Assignments helps educators identify submissions that may warrant closer review. It is designed as a support tool for instructor judgment, not a replacement for it.
What it accepts
| Input | Limits |
|---|---|
| Pasted text | Up to 10,000 characters per submission |
| Uploaded file | A .txt, .doc, .docx, or .pdf file, same character limit |
The page shows a running character count. A longer essay has to be checked in parts.
Credits
The detector costs 1 credit per 1,000 characters, so a 2,000-character essay costs 2 credits and a full 10,000-character submission costs 10.
What the detector does
TutorFlow analyzes the text for patterns common in generated writing, such as unusually even formality and heavy use of formal connectors, and highlights the sentences that match. The result is a score for how closely the writing resembles generated text, with the flagged sentences marked so you can read them in context.
This is useful for:
- Prioritizing which assignments in a large cohort to read more carefully
- Supporting an academic integrity conversation with something concrete to point at
- Informing classroom policy decisions about AI use in coursework
How to use the output responsibly
Detection is probabilistic. It produces false positives (careful human writing scored as generated, and work by learners writing in a second language is especially prone to this) and false negatives (generated text that was edited or paraphrased).
The detector output is a signal, not a verdict. It should inform your review process, not replace it.
The recommended workflow is:
- Read the highlighted sentences. Note the score and which passages drove it.
- Compare with the assignment. Does the flagged writing match the learner's usual voice? Does the prompt itself tend to produce formal, generic answers even from humans?
- Consider learner history. Is this consistent with how the learner has written before?
- Apply institutional policy. Follow your school or organization's guidelines for academic integrity decisions.
- Have a conversation. Ask the learner about their process. That tells you more than any score.
What it should not be used for
- As the sole basis for an academic integrity decision or disciplinary action
- To draw conclusions about an individual learner without other evidence
- As a substitute for assignment design that makes AI assistance less useful: task specificity, personal reflection, and process-based assessment reduce AI substitutability more than detection does