Learning & Teaching

Extent to which AI is permitted

• Students are permitted and supported to use GenAI with restrictions in place as outlined by the course coordinators. This category applies to most assessments and guidance about use of GenAI (which tasks and how to use it) needs to be made in assessment briefs.
• Broad sub-categories of permitted GenAI use may be applicable, such as:
• Drafting – using GenAI not as content generator, but as idea development and guidance on structure, process or style.
• – using GenAI not as content generator, but as proof-reader, writing assistant and to get feedback on own work. Specify whether rewriting is allowed or not, which might depend on the context of the assessment.
• Co-creating – GenAI may be used to generate content and other assistive tasks, but warning should be headed that the student is expected to verify all content and be rigorous in ensuring the quality of the work. GenAI tools should not be regarded as co-authors because authorship requires human qualities such as accountability for content and making a declaration of originality.
• Learning assistant – GenAI may be used during the learning process to help clarify concepts or speed up processes where the process is not part of the assessment.

Quality assurance considerations

• In all cases where GenAI is used, students should be instructed to acknowledge that use. Clear instruction should be provided on how to do this, e.g. via Acknowledgement section, Declaration, or Reference list.
• is expected that this category of GenAI adoption should set out very clearly expectations of how GenAI ‘may’ and ‘should not’ be used along with a brief statement on why it is restricted and permitted in specific circumstances. The ‘may be used’ list serves to indicate support available to maximise learning opportunities, whereas the ‘should not be used’ list serve to uphold academic integrity, avoid overreliance on GenAI or outline good practice. A complete list may not be possible but will help guide students in understanding what is acceptable in that context and develop awareness of what constitutes good

Implications for assessment and design

• In determining that some GenAI usage is permissible, staff must consider before finalising the assessment design, how they wish their students to use or engage with the tools. Avoid partial use of GenAI unless you are very clear how you would know if GenAI had been used in ways other than those permitted. Assessment design is crucial.
• Teaching staff need to carefully think about what ‘evidence’ is needed to demonstrate learning as a process rather than solely as an end product that is assessed. In order to undertake this approach staff should draw upon the principles of the Learning Through Assessment Framework.

Example Statement that could be included in assessment brief