This tool has been designed to provide guidance on the aspects of your assessment design which may make it vulnerable to cheating using generative AI (GenAI). Expand the questions to read suggestions for how tasks might be adapted to improve the learning experience for students.
1. Is your assessment a written task?
- Provide explicit guidance and examples for students on how GenAI may or may not be used in this assignment.
- Ensure the marking criteria includes specific reference to accuracy of information and/or accuracy of sources.
- Add to your subject outline/instructions that a viva may be used as a supplementary assessment where misconduct is suspected.
- Consider adapting the writing task by:
- staging the writing process with sequenced and nested assessment tasks; for example, submission or peer review of drafts, in-class writing activities, engagement with rubrics and exemplars.
- fostering student agency by providing opportunities to select topics/ organisations/ datasets of interest.
- restricting the genre options to those that require a very specific template or context (e.g. a public communication intervention rather than an essay).
- requiring highly contextual information (e.g. specific contemporary readings, case, critical incident, current news articles and events, local context, specific database).
- requiring students to demonstrate critical reflexivity, subjective interpretation and personal judgement.
- including more visual genres, such as a concept map that visually represents key concepts and how they fit together.
- requiring a number of different formats or modes (e.g. a concept map, a written paper, a brief presentation where students must answer questions about their written paper).
- including a reflective component on how the student conducted the research for the assignment (e.g. reflective journal or logbook).
- requiring students to submit the written task in Word or Google Docs (see point 7)
- inviting students to use ChatGPT to generate a response to the given question, which the students include as an appendix to their assignment. This is to demonstrate how they have improved on that version, showing how they have verified the accuracy of information and reliability of sources.
2. Does your assessment require only lower-order thinking skills? (e.g. defining, describing, explaining, comparing)
- Provide explicit guidance and examples for students on how GenAI may or may not be used in this assignment.
- For written work:
- ensure the marking criteria includes specific reference to accuracy of information and/or accuracy of sources.
- provide in-class opportunities to practise summarising, paraphrasing and referencing academic texts.
- ensure that students are required to provide active links to sources used (or upload PDFs of sources if no link is available).
- Ask students to create and upload visual representations, such as a concept map, to demonstrate their understanding of how certain concepts fit together.
- Consider adapting the task to require students to apply their knowledge to
- solving real-world problems and complex scenarios.
- ethical dilemmas and hypothetical situations.
- Add to your subject outline/instructions that a viva may be used as a supplementary assessment where academic misconduct is suspected.
3. Is the information required to complete this task easily available online ?
- Actively engage students in information literacy development, including the use of Library databases, discerning between peer-reviewed and non-peer-reviewed sources, and recognising the risk of misinformation when relying on GenAI.
- Through in-class activities, scaffold the development of key academic literacies required for this task (e.g. searching the literature, reading critically, summarising and paraphrasing, structuring their argument). Contact the Academic Language and Learning team in IML for assistance in scaffolding key academic literacies.
- Actively engage students in AI literacy development, including the critical and ethical use of GenAI tools, and the need to verify accuracy of information and ensure credibility and reliability of sources.
- Ensure that students are required to refer to set readings and/or class materials and discussions.
- Provide time in class for students to conduct aspects of their research.
4. Is your assignment brief regularly recycled within the discipline?
- Modify specific aspects of the brief with every iteration.
- Provide local and current cases/ unique data sets/ information that are not easily replicable.
5. Does your subject have a heavily-weighted assessment task?
- Use regular non-formal formative assessment opportunities (e.g. practice tests, peer review, self-review) to prepare learners for the task.
- Require students to demonstrate critical reflexivity, subjective interpretation and personal judgement.
- Have regular tutorial activities or milestones where students report on progress.
- Require practical demonstrations or performance as an aspect of the task.
6. Does your subject include online quizzes where students could copy and paste into GenAI?
- Test if a GenAI app can generate good quiz or MCQ questions.
- Run your quiz in class – see example strategy.
- Reword the quiz questions to test higher order thinking skills: critical analysis, application, evaluation.
- Relate the questions to topics or examples very specific to the lecture content and tutorial discussions.
- Use information sources from 2022-2023.
- Review the weighting of the quiz.
7. Are your assessment tasks conducted remotely?
- Consider changing to an in-class assessment.
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Require students to submit their response in a Word or Google Doc, rather than a PDF. In case of a student misconduct allegation, these file types may provide better metadata for the Student Misconduct and Appeals team to investigate during the academic misconduct process.
- Also see the options in points 1, 2, 3 and 6.
8. Does your assessment task involve an open-book or online exam?
- Require students to:
- assess the accuracy, reliability or credibility biases of a set of information sources.
- speculate or make inferences about an event or issue by asking them hypothetical, interpretive, or predictive questions.
- reverse engineer or analyse a complex problem or situation by identifying the key factors and processes.
- extrapolate ideas to local and authentic scenarios.
- explore value judgements or affective domains.
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