Assessment requires students to demonstrate knowledge and skills outlined in the intended learning outcomes of a unit, measuring the extent to which they have demonstrated their learning. As generative AI becomes more embedded in our software, and students become more familiar with its capabilities, they may use it to complete aspects of their assessment. Students can use generative AI without detection, to the detriment of their learning, and in breach of our academic integrity policy.  

We may also see the potential for using generative AI in certain assessments and want to integrate it fully or allow some limited use of it in students’ preparing for an assessment or undertaking it.  

Here we set out our agreed categories of generative AI use in assessment which you should discuss with your students, clearly signposting how you expect them to use (or not use) generative AI and explaining why.    

In line with our current academic integrity policy, the default category is Category 2: Minimal and only if a unit director has stipulated another category will a different category apply. Despite the existence of this default position, we strongly suggest that you tell students which category each assessment is, as part of the assessment brief (see templates below). You should also explain to students the pedagogical rationale for choosing a particular AI use category. 

Examples of assessment brief descriptions using the above categories are available here: AI Allowable usage briefs (PDF, 252kB).  Please ensure that you review the marking criteria and rubric to check that these fit with your chosen position on the use of AI.