As stated earlier, it would be impossible at the institutional level to fix a simple regulatory framework beyond the core principles of presenting text or generated text as one’s own (broadly a part of the existing plagiarism policy) and ‘unfair advantage’. However, we set out below four possible starting points for departments and programme leaders. It will be necessary at programme level at least and possibly at module level to discuss and determine which level is appropriate for any given assessment and the specifics therein:
Includes routine and established use of tools such as auto-transcription, spell checkers and grammar check.
Use for clearly delineated tasks as appropriate/allowed/recommended.
- Concept checking/explanation
- Suggesting structures
- Suggesting titles
- Summarising own or other’s key ideas
- Illustrative image or other media generation
No specific restrictions but with requirement to track key stages/tools utilised. Possible uses may include:
- Socratic chat bot/tutor
- Summarisation, simplification, synthesis, translation
- Generate illustrative media content
- Support production of multimedia artefacts
AI use is a feature of the assessment itself. Here the use of generative AI is a focal aspect of the assessment. This may include:
- Using named tools for a specific outcome
- Output comparison and critique
- Develop or error check code
In no circumstance is it appropriate to use generated content verbatim without clear indication and acknowledgement or to effectively outsource the writing task, as much as it is inappropriate to get someone else to write something and claim it as your own.
Moreover, it is important to reflect on the outputs of generative AI as there is a tendency for it to produce information that is biased or false. Students should also reflect on the process they used to generate responses through prompting or how they kept track of key stages or tools used, and/or the effectiveness of using these tools within their learning process.
As recommended for all assessment design, staff should consider the implications of changes or of specific requirements or limitations in terms of potential impacts on students with disabilities and any student with a Personal Assessment Arrangement (PAA).