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

7. Communicating assessment expectations

Conveying the message

While a statement in a course profile is necessary for setting expectations around the use of Generative AI in assessment, it is generally not enough on its own. As educators, we need to support students to understand and meet the expectations for engaging with our assessment. This could be through in-class activities, online discussions, and resources. You may wish to download and use these slides to prompt discussions on student use of Generative AI in assessment.

Some of our colleagues have shared the LMS messaging they have used to communicate their expectations for assessment items.

Examples of LMS messages about using Generative AI in assessment

This task has been designed to be challenging, authentic and complex. Whilst students may use AI 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 AI 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 tools.

Adriana Diaz (Inspera Assessment guidance)

 

Dear Students,

Generative Artificial Intelligence tools (especially ChatGPT) are becoming increasing advanced and popular. If you are not sure what these are, please check the PDF that I uploaded to the Assessment folder in Blackboard. It is a general guide that you can use to learn about Generative AI tools, and their relevance to your studies at UQ.

More specifically though, it is important to know how these tools then apply to the various assessment tasks in this course. So, I recommend that you carefully go through the description provided for each assessment item within the Assessment section of the Electronic Course Profile as every assessment piece now describes whether you are allowed to use such tools or not. Finally, note that NOT following these guidelines may constitute academic misconduct. 

Please email me (xxxx) if you are unsure about any of the information provided here or in the ECP/Blackboard site in relation to this.

Cheers, xxx (and the xxx team)

School of Biomedical Sciences

 

Hey, you said I can use AI tools like ChatGPT. How does that work?

ChatGPT is a large language model developed by OpenAI that uses machine learning algorithms to generate human-like responses to natural language queries. It has been trained on a vast corpus of text data from the internet including books, articles, and social media posts, which enables it to understand the nuances of language and generate coherent and contextually appropriate responses to a wide range of prompts.

In creative writing, ChatGPT can be used as a powerful tool to generate new ideas, explore different perspectives, and overcome writer's block. By posing questions or prompts to ChatGPT, writers can receive a wide range of responses that can spark new ideas, provide fresh perspectives, or help develop characters and plotlines. Additionally, ChatGPT can be used to generate dialogue, descriptions, or even entire scenes, which can save writers time and help them overcome creative hurdles. While ChatGPT should not be used as a replacement for human creativity, it can be a valuable tool for writers looking to explore new possibilities and push the boundaries of their work.

I have allowed you the option to use ChatGPT as a tool to aid composition in this class. Because it is a new tool, I have placed some boundaries around its use. If you choose to use an AI tool like ChatGPT you must submit a coversheet (attached here) and include an appendix of material generated by AI.

The coversheet asks you (the assessment author) to affirm the following: 

  • no more than 25 percent of the word count has been generated by artificial intelligence
  • I have read “ChatGPT is a Blurry JPEG of the Web” by Ted Chiang (view online)
  • I have included at the end of my assessment submission an appendix with all text generated by AI and any prompts used (not included in word count of submission)
  • I recognise that the onus is on me to demonstrate my creativity, originality of concept, and mastery of craft and that a higher level of sophistication may be expected from me if AI tools are used to assist my writing.

Dr Helen Marshall
Senior Lecturer in Creative Writing