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With the launch of ChatGPT, serious concerns have reasonably been raised ofits ill-effect on the integrity of remote take-home exams. By way of mitigatingthe concern, in this study, a rather straightforward Artificial-Intelligence(AI)-integrated take-home assessment technique is proposed, and the outcome ofits practice is discussed. Despite involving AI, in the form of ChatGPT, theassessment adheres to the convention of posing questions invoking criticalthinking and problem solving skills. However, AI is characteristicallyintegrated in this assessment by instructing the learners to employ ChatGPT asone of the primary sources. The learners are directed to report the use ofChatGPT by including both the prompts and its responses, before expressingtheir thoughts on AI-generated answers and their own concluding statement.These three characteristic components of the present techniques -- the handlingof ChatGPT through the prompts, comments on the AI-responses and the concludingthoughts -- are evaluated to gauge the learning.  The proposed assessment was assigned as a take-home group activity for abatch of seventy eight students, divided into thirteen groups. Despiteaddressing the same questions, there was no significant overlap in the answers.Moreover, a wide range of approaches were adopted by the groups in handlingChatGPT, which in-turn rendered different responses, ultimately drawingdistinct answers. Besides preventing the undesired use of ChatGPT by explicitlyintegrating it, the proposed assessment seemingly helped the learners questionthe accuracy of its responses. This self-realised skepticism can be expected tocurtail blatant malpractices involving ChatGPT in the long run.

Befriending ChatGPT and other superchatbots: An AI-integrated take-home assessment preserving integrity