Developing exam essay questions for open book timed exams. , Change balance between closed and open book assessments

Things to consider

Scenario 3: Non-use of generative AI

Where it is considered that there is no alternative assessment design in the short-medium term, then we will apply the criteria that we have applied in previous exam diets to make and prioritise decisions around hosting exams on campus.

Further Context of Scenario 3

Extent to which AI is permitted

Under this category it should be made clear to students when they should not use GenAI software. Some examples which staff could draw upon (to help students understand the boundaries) are listed below:

Generate content or summaries and copy these into the assessment.
Paraphrase from other sources for the purpose of including the paraphrased content in the assessment.
Rewrite sentences, redraft paragraphs or make other substantive changes to original text (though you could ask for feedback and then implement changes based on that feedback – using AI).
Rewrite bulleted lists or notes into sentences and paragraphs.
Generate essay plans other suggestions for structuring content or documents for an assessment, for instance reports, presentations, case studies etc.
Generate artwork, illustrations, figures or visual models (note that other software tools may still be used for these purposes).
Generate code or generate code comments.
Conduct data analysis or generate summaries of data.
Generate a visual or voice avatar for presentations when the expectation is that the student voice their own presentations.
Look up the answers for short-note or multiple-choice exams.

While in general (as above) students are NOT permitted to use GenAI in their assessment, there are some suggested exceptions:
- Students are still permitted to use dictionaries, thesauri, spelling and grammar-checking software to help identify and correct spelling mistakes and grammatical errors (even if they are powered by GenAI). Writing assistance tools that are driven or enhanced by AI and that are integrated into software provided by the university, for instance, autocorrection and word suggestion as well as editor tools that make suggestions for better grammar and sentence structure are also permitted. Bibliographic reference managers (even if powered by GenAI) can be used to generate citations and references. Students can use AI powered speech-to-text software to turn their spoken words into text (see caveats about translation software below). Students can also use software to provide feedback on their written content.

Quality assurance considerations

Consider provision of supplemental resources, such as formula sheets, maps or pathways, glossary, calculators, etc.
See below 'Further Guidance' section on usage of assistive technology.

Implications for assessment and design

It is important to highlight why restrictions on GenAI use are in place in terms of making the assessment meaningful and inclusive. For example, to ensure students become competent in foundational knowledge or a skill before leveraging a tool to improve the efficiency in applying that knowledge or skill.
This kind of assessment would demonstrate individual acquisition of specific knowledge or skills, typically as final activity in a preceding series of supportive learning activities

Example Statement that could be included in assessment brief

In this assessment, you are NOT allowed to use any form of GenAI tools to generate your answer for the assignment.

Note: you can continue to use other software, including spell checkers, reference managers, editing software, etc. These tools are useful in helping improve the clarity, precision and accuracy of your language and your references. For more information, speak with SLD around using technology for study.

You cannot submit any content produced by GenAI as your own work.