Higher education faculty are being urged to treat learning verification as an assessment validity problem rather than an academic-integrity process designed for AI detection scores. A new approach centers on “did this student learn?” and suggests using oral and interactive assessment—students explaining and defending submitted work—to generate evidence of mastery tied to assignment learning outcomes. The argument is that detectors produce numbers without answering whether learning occurred, and interactive formats can also reduce equity risks where detection tools disproportionately flag certain student populations. Practically, the guidance recommends setting expectations early in course syllabi that students may be asked to discuss or explain submitted work, normalizing the practice as part of instruction rather than treating it as a response to suspected misconduct.