Generative AI (GenAI) is increasingly embedded in software engineering education, supporting activities such as requirements development, design exploration, documentation, and prototyping. However, educators often have visibility only into final artefacts, with limited insight into how students evaluate, verify, and refine AI-generated outputs during the learning process. This creates challenges for assessing evaluative judgement and responsible AI-assisted practice. This paper introduces the AI Journal, a structured reflection framework designed to make student-GenAI interaction visible in first-year software engineering education. The framework combines execution tracking, which records prompts, outputs, intent, and interaction context, with cognitive auditing, which captures verification strategies, intervention decisions, confidence judgements, critical learning moments, and reflections on AI-supported work. Deployed in a first-semester software engineering course, the AI Journal enabled visibility into aspects of student learning not observable through artefact-based assessments alone. Preliminary observations suggested variation in verification practices, intervention strategies, and perceptions of AI-supported work. Critical learning moments frequently occurred when students evaluated contextual suitability, feasibility, and requirements alignment rather than identifying obvious errors. The AI Journal demonstrates a practical, lightweight, and model-agnostic approach for making AI-assisted learning processes visible. By foregrounding verification, intervention, and reflection, it shifts attention from product-focused assessment toward evaluative judgement and responsible AI-assisted practice.

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