Institute for Teaching and Learning Innovation

Teaching, learning, and assessment with Generative AI

  1. Home
  2. Teaching guidance
  1. Introduction
  2. Generative AI tools licensed for UQ Staff
  3. Assessment and Generative AI
  4. Testing your assessment
  5. Appropriate use of Generative AI
  6. Detecting the use of Generative AI
  1. Communicating assessment expectations
  2. Using Generative AI in your work
  3. Resources and guides for students
  4. Events and resources
  5. Help and support

3. Assessment and Generative AI

Challenges

Generative AI provides challenges and opportunities for assessment. Our assessment tasks seek to gather samples of students’ work so we can make inferences about their ability. As technology changes, we need to be mindful that the work we sample continues to be representative of the abilities we are interested in, and not a reflection of their ability  to use Generative AI.

This year, Generative AI tools can produce work at a quality and speed significantly higher than it could in 2022 and we can expect that to continue over time, meaning that it is becoming increasingly difficult to determine an accurate picture of our students’ true capabilities.

Options for Generative AI and Machine Translation (MT) use in assessment 

In all courses at UQ, we are expected to identify in the course profile how students are permitted to use Generative AI and MT in their assessment. You must select one of three options for student use of Generative AI and MT in your assessment tasks:

  1. assessment tasks that prohibit the use of AI and MT
  2. in-person assessment that does not permit use of AI and MT
  3. complex/authentic assessment that uses AI and MT to support learning.

Recommended text has been provided for you to use to support clear and consistent messaging to our students about how they may or may not use Generative AI in their assessment tasks.

Use of Generative AI and MT when not permitted

UQ’s position is that the use of AI and MT outputs without attribution, and contrary to any direction by teaching staff, is a form of plagiarism and constitutes academic misconduct.

Assessment in the age of artificial intelligence

Associate Professor Jason Lodge presents a summarises his recent work on assessment in the age of artificial intelligence. He discusses models and approaches for thinking about assessment and outcomes of his work leading the development of the TEQSA 'Assessment reform for the age of artificial intelligence' initiative.