The thinking stays open while the product takes shape.

Detection starts after the work has already escaped the course. An AI Assignment begins earlier. The teacher defines the purpose, sources, help, challenge, and limits of the agent. The student works inside those terms. The result includes both the artifact and the learning process that produced it.

This is not a final slogan. It is a design test: does the assignment make better work possible, make delegation less useful, and give the teacher evidence worth reviewing?

A rubric level without evidence is only an opinion with a number beside it. Atlas keeps the transcript passage, artifact revision, course source, rubric version, draft judgment, and teacher decision connected.

The system may help find and organize evidence. The teacher still decides whether that evidence supports the judgment and what becomes final.

A generic assistant can answer a question. A course-shaped agent can ask the right next question because it knows the approved material, the assignment boundary, the student's work, and the learning goal.

That context also creates responsibility. The role determines what the agent may see and do. The record shows what it used, what it changed, and what still needs a person to decide.