Assessment redesign, disclosure requirements, detection practices and integrity regulation.
The same domain takes different forms at each level. The three readings below give its micro, meso and macro counterparts separately.
A tool gives students immediate AI-generated formative feedback on text assignments against criteria the instructor defines. Teachers add contextual material and set expectations for each task, and these elements are passed to the model through quality-secured prompts, which keeps the criteria in the teacher's hands while the response time falls to the student's.
Students and teachers report declining to trust generated text, avoiding direct copying, and verifying academic material in particular, with citations identified as the element verified most frequently. The practice addresses the failure mode that respondents in every group identify as the principal challenge.
The Graduate Education Institute revised its thesis writing guide in 2024 so that every student signs a declaration form, naming the generative AI programme used and the kind of support received. The form is a required document rather than a recommendation, which moves disclosure from good practice to a condition of submission.
A policy addressed to the whole university community aims at transparency on all sides while setting limits on where use is permitted. Use is prohibited during examinations and may be permitted for preparing assignments or activities provided transparency is ensured, which draws the line at the assessment event rather than at the tool.
A funded pilot examines the challenges and opportunities that generative AI poses for assessment in further and higher education. Placing the question inside a funded research project rather than a policy circular is what allows assessment redesign to be tested before it is prescribed.
Guidelines addressed to teachers link the use of ChatGPT directly to remote assessment. The pairing matters in a distance institution, where assessment is conducted at a distance by default and the tool question cannot be separated from the examination question.
A teacher reports that questions for a national standardised language examination are now generated using artificial intelligence. The account is brief but marks a national assessment body applying generative tools to item production rather than regulating their use by others.