Increase focus on areas where available research is limited to minimise usefulness of GenAI , Make reflection a central part of assessment , Build in focus on specific elements of texts/close reading , Integrate element of reflection , Introduce limiting conditions , Evaluate GenAI output

Things to consider

Scenario 1: No assessment-specific requirements in terms of generative AI usage

Where colleagues have no specific requirements in terms of generative AI usage, the default assumption will be that students are likely to make some use of generative AI when engaging with their assessments.

Further Context of Scenario 1

Extent to which AI is permitted

Students are encouraged and permitted to use any GenAI tool as long as its use is in line with the University’s policies on academic misconduct and use of third-party software tools.

Quality assurance considerations

If specific software is required as part of the assessment, it must meet the University of Glasgow requirements and be approved for use. Staff should avoid mentioning specific GenAI tools by name other than software specifically supported by the university but may also decide that students are allowed to use any tool they wish.
Students must still acknowledge how AI has been used and content generated by an AI cannot be submitted as though it is the student's own work. Student should be supported in proper citation practices appropriate to their discipline/subject; information on this can be found on the Library’s referencing guides for practicalities around specific formats and the SLD website for referencing/acknowledging AI use.

Implications for assessment and design

It is likely that many learning activities other than ‘assessments’ may fall into this category and student may explore AI tools for part of multi-faceted assessments such as dissertations. This category is also appropriate for when a skill has been identified where GenAI may be used in a future employment/professional setting or within the discipline and hence a specific training need has been identified.
Research projects where students are supported by supervisors to develop good professional practices. Lessons or assessments where students are expected to develop efficient prompts for AI and then critically evaluate the output. In teacher training a student may be asked to explore GenAI for how it may be used in a future classroom setting. A medical, nursing, dental or veterinary student may be asked to explore AI-enhanced diagnostic tools that will form part of a future professional setting.

Example usage

Research projects where students are supported by supervisors to develop good professional practices. Lessons or assessments where students are expected to develop efficient prompts for AI and then critically evaluate the output. In teacher training a student may be asked to explore GenAI for how it may be used in a future classroom setting. A medical, nursing, dental or veterinary student may be asked to explore AI-enhanced diagnostic tools that will form part of a future professional setting.

Example Statement that could be included in assessment brief

In this assessment, you are allowed to use GenAI tools to conduct research and study, to help with drafting and editing, and to explore key ideas.

The use of GenAI tools can augment any part of your research, study and writing process, as long as it is in line with our rules around academic misconduct.

If using any form of GenAI tool, you must acknowledge how the tools have been used within your work. You cannot submit any content produced by GenAI as your own work.