Background and Context: Large Language Models (LLMs) are more accessible and accurate than ever before, raising significant concerns for computing educators. One major concern is students using LLMs to bypass the effort needed to understand concepts and metacognitive strategies essential for success in computer science. Objectives: We contribute a unique approach to assessing and building up student understanding through weekly oral code review assessments. These formative assessments incentivize students to understand their submitted code, regardless of whether or not the code was generated by AI tools. We also use a flipped classroom to provide time for students to learn concepts outside of class and provide ample time for students to schedule code review interviews. Methods: For this paper, we collected data from three semesters. We analyze student exam scores, keystroke logs, and surveys to understand how the new course policies affected student learning, behavior, and attitudes. Findings: Pairwise comparison of exam results reveals no statistically significant change in average scores for Fall 2025 compared to previous semesters. Keystroke logs show a significant increase in characters pasted per total characters input into coding assignments in Fall 2025, pointing towards higher AI usage. Survey results show positive student sentiment towards code reviews at the end of Fall 2025, with nearly all negative feedback being addressable through better scheduling and more rigorous TA training. Implications: Oral code reviews with a flipped classroom appear to be effective at mitigating potential harms of LLM use while providing space for students to freely experiment with these tools. Our work suggests that students in Fall 2025 still show adequate understanding of material covered in written exams, despite dramatic increases in LLM usage for coding assignments.

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