UQ’s rules for using AI in assessment
As educators, we have opportunity to guide our students in using AI responsibly, developing critical judgement and upholding academic integrity — foundations that echo the UQ values of truth, excellence, creativity, courage, integrity, respect and inclusivity.
We share responsibility for upholding these values through our staff and student Codes of Conduct.
When it comes to coursework, students may use AI tools responsibly where permitted. However, supervised assessments may restrict AI use. Staff are encouraged to explore AI in line with relevant UQ policies. Each course profile must clearly state if, when, and how AI (including Machine Translation) is allowed.
UQ’s approach to AI use and academic integrity expectations
"The ongoing advances in Generative AI technologies present both opportunities and challenges for teaching and assessment. While protecting academic integrity is critical, we also acknowledge the increasing prevalence of AI in our everyday lives, making it critical for us to help students to understand its ethical and effective use.”
- Professor Kris Ryan, University of Queensland Deputy Vice-Chancellor (Academic)
In semester 2, 2025 the options in course profiles for each assessment are:
- Option 1: Cannot use AI. AI is prohibited through in-person assessment (e.g., exams, oral presentation).
- Option 2: Can use AI. AI use must be referenced.
It may constitute student misconduct under the Student Code of Conduct if a student submits an assessment where they:
- use AI where not permitted, or
- do not acknowledge or reference their use of AI when it is permitted.
There is specific text to add to course profiles for each option. Where an assessment has multiple parts with varying requirements (e.g. in-person without AI or MT plus authentic collaboration), Course Coordinators can use a combination of these options.
| Options | Text for inclusion in course profile |
|---|---|
| Option 1 – In-person assessment prohibits use of AI or MT | This assessment task is to be completed in-person. The use of generative Artificial Intelligence (AI) or Machine Translation (MT) tools will not be permitted. Any attempted use of AI or MT may constitute student misconduct under the Student Code of Conduct. |
Option 2 – Complex/authentic assessment uses AI and/or MT to support learning This may include a revision of existing authentic assessment, or a component of the assessment task which is completed in person – for example as a viva voce. | |
Permitted use Artificial Intelligence (AI) and Machine Translation (MT) are emerging tools that may support students in completing this assessment task. Students may appropriately use AI and/or MT in completing this assessment task. Students must clearly reference any use of AI or MT in each instance. A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct. Or This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance. A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct. To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools. |
Acknowledging AI versus referencing AI
Students and staff are demanding trust and transparency in using AI, however how we acknowledge and cite AI use is context dependent.
Academic publishers are rapidly developing policies for acknowledging AI use in scholarly work. These requirements vary significantly across disciplines and continue to evolve, creating challenges for identifying and modelling appropriate practices in acknowledging AI use.
Publisher Requirements for Acknowledging Generative AI
(Updated May 2025)
Requirement | |||||
Authorship | Humans only | Humans only | Humans only | Humans only | Humans only |
Where to disclose AI use | Acknowledgements, Introduction, or Preface | AI‑use statement on submission | Methods or Acknowledgements | Methods or Cover Letter | AI‑use statement (template provided) |
Minimum details required | “Use of an LLM be properly documented” | Tool, version, purpose, impact, verification | Tool name, version, how & why used | Tool, purpose, human oversight | Tool name, purpose prompts & responses |
AI‑generated images & data | ✘ (unless research focus) | Case‑by‑case | ✘ | ✘ | No specific rules |
Disclosure Exceptions | Assistive copy‑editing does not require disclosure | None | None | Assistive copy‑editing exempt | Assistive AI tools exempt |
All major publishers maintain that only humans can be authors and that humans must take full responsibility for their work. However, while all publishers require some disclosure of AI use, they differ significantly in where this disclosure should appear, what usage requires disclosure, and the level of detail required to be disclosed.
As UQ educators, we must recognise that our students encounter different AI acknowledgment expectations across their coursework, reflecting the diverse disciplinary practices within our institution.
We need to explicitly identify and model the expectations for students to acknowledge AI use in each of our courses.
If an assessment task allows the use of AI, you need to set expectations with your students to either:
- reference AI using citation practices, like APA or MLA style guides
- acknowledge AI using a form, template or cover sheet
- both describe how you use AI (acknowledge) and cite your AI use (reference).
Your decision should be informed by your disciplinary norms. Most style guides provide a means to cite AI tools, with the guidance being updated as AI tools change.
In general, if AI is the primary source then it should be cited, otherwise citing the primary source material AI uses is generally preferable (APA, 2024).
If AI is used to edit, summarise or help plan, we should expect an acknowledgement. More complex uses of AI may be best described in a methods section or appendix with details of the process, tools and prompts used.
Guides and templates for acknowledging and citing AI
- UQ Library Guide: Acknowledge use of ChatGPT or other AI
- UQ Library Guide: Cite or reference use of ChatGPT or other AI
- Example: Assignment coversheet information and coversheet template (DOCX, 55.2 KB) based on this guidance.
- Example: BIOM3020 AI Acknowledgment Coversheet (DOCX, 22.6 KB) developed by Dr Lisa Akison
- Claude.AI acknowledgement artifact you can adapt for your course (requires a free Claude.AI license to customise)
Acknowledgment: This guidance was developed with assistance from ChatGPT-4o for initial research and analysis of publisher policies and supporting the table design and Claude 3.7 Sonnet for review and editing. All publisher information was independently verified, and the final content was revised by the author.
Helping students use AI responsibly in assessment
Our students want to use AI responsibly. Clear expectations and guidance from course staff help students navigate these responsibilities.
Clarify course expectations
- When are students permitted to use AI in their assessment?
- Highlight the information specified in the course profile and explain why these decisions were made.
- How should students acknowledge or Cite AI use?
- Provide clear expectations, model these practices and link to the relevant guides.
- Support available for using AI ethically and effectively.
- Identify the support available at UQ and further support, if provided, within your course.
Guide students to reflect on their AI use
Encourage students to ask themselves these 3 questions for every assessment before submission:
- Is this assessment task my intellectual and academic work?
- Have I followed my course coordinator’s instructions on using and acknowledging AI?
- Am I submitting work that demonstrates my learning, skills and abilities?
If students answer "no" to any of these questions, they may risk breaching UQ’s AI rules. Misusing or failing to acknowledge AI constitutes academic misconduct.
Remind students why using AI responsibly matters
- By fostering a culture of academic integrity and offering clear, consistent guidance, you empower students to use AI responsibly, preparing them for ethical and informed engagement in their academic and professional futures.
- By preventing unfair advantages and encouraging genuine effort, you help maintain a level playing field and protect the value of a UQ education.
- These rules ensure that all students, regardless of their background or access to advanced tools, have an equal opportunity to demonstrate their true abilities.
AI detection
AI detection tools, including Turnitin, are flawed and unreliable. They cannot definitively determine whether text, ideas, or structures were generated by AI. At UQ we have the Turnitin AI detection tool available for staff to use in courses from semester 2, 2025 this tool will be disabled.
As AI becomes more prevalent across society and work, there is an increasing expectation that graduates will be comfortable in using this technology and be able to leverage those capabilities to support their work, where appropriate.
There is increasing evidence that AI detection tools, including the Turnitin AI Writing Indicator, generate false positives and disproportionally flag certain cohorts of students. Using these tools can also undermine our messaging that students will need to engage responsibly with AI to prepare for their graduate roles.
It is important that UQ staff not upload student work to external AI detection tools, as this risks, again, undermining our approach, but also raises data privacy risks.
To minimise reliance on AI detection, UQ is adopting more secure assessments where responsible AI use is evident. This approach fosters integrity and ensures fairness while adapting to the evolving role of AI in education.
Talking to students about AI, assessment and integrity
UQ students want clear guidance on how to use GenAI properly in their courses (Students’ Guidance for Academics, 2024 (PDF, 217.3 KB)).
60% of UQ students were discouraged from using AI because they were worried about breaking their University’s rules (Student Perspectives on AI survey).
We need to talk with our students about how to use AI in our assessment to help them learn to use AI ethically and to give them the confidence needed to safely to explore and learn to use it effectively.
Activities to spark discussion of AI, assessment and integrity
- Explore case studies of the use of AI beyond university – particularly where is relates to your assessment.
- Provide a space to discuss AI in your assessment in an online discussion board.
- Debate AI ethics in the context of your assessment.
- Facilitate group activities to identify and bust or confirm AI myths.
- Incorporate AI into class activities, practicing the use of these tools, and
- how to use AI ethically and effectively
- acknowledging or citing the use of AI.
As educators, it's important that we model academic integrity and talk to our students about why academic integrity is important and how to engage with academic integrity in their assessment.
More resources to use with your students
Example guidance for students acknowledging AI use adapted from Dr Peter Worthy (PPTX).
The AI student hub provides:
For seminars, workshops and info sessions related to UQ's Lead through Learning strategy (2025-2027).