For reasons of inclusion outlined in the university's guidance, students should not normally be required to use a specific tool in any summative assessments which incorporate generative AI. There may of course be exceptions to this where the subject of study is generative AI or the outputs are an essential component of the assessment design.
Commercially available tools often require students to pay to subscribe for higher quality functions, and there are ethical considerations that might mean students do not wish to use specific tools. Any summative task therefore should not require the use of AI tools outside of class that students may not have access to. Students and staff have access to Bing Chat (which uses the better functionality GPT4) with a KCL account and use of Microsoft Edge as the browser. Students should be directed to this tool for all set assessment tasks which specifically ask them to use generative AI.
Using AI to create content for audiences
This type of assessment may be useful for disciplines where creative output is more important. Students can use generative AI tools (even use a range of AI tools and compare them) to create content for a campaign, or portfolio of outputs and then write commentary explaining them and critiquing them.
Social media outreach/communications using AI
As with the above example, students can be asked to use AI tools to generate content for a social media campaign in a variety of disciplines, including communicating research in STEM subjects. They can produce an accompanying report on how they have used the tools to create and refine their work.
It is important to discuss with students how to design complex prompts which require working with the tools in a creative way to understand how to optimise their use, rather than just generate text/images.
Summarising and synthesising original data
This can be done quantitatively or for qualitative data. Students can ask generative AI tools to summarise the main points from a survey spreadsheet or analyse a transcript for main points and key themes.
Students must also be able to show that they have done a similar process themselves or accuracy check.