Practice Matrix · Meso

Assessment and Academic Integrity

Institutional governance · Assessment redesign, disclosure requirements, detection practices and integrity regulation.

Back to the matrix

practices

Who

Where

Source report

The reading of this intersection

The count in the cell shows density; what the intersection says is carried by the reading below.

Institutions converge on two instruments. The first is disclosure rendered binding, in the form of a declaration form signed as a condition of thesis submission and naming the programme used and the support received. The second is a boundary drawn at the assessment event rather than at the tool: use is prohibited during examinations and permitted in the preparation of assignments where transparency is ensured.

Alongside these stands a third response that is neither rule nor prohibition. A funded pilot examines what robust assessment means once generative tools are available, and a further institution reports moving from high-level guidance to concrete assessment approaches incorporating an equity and inclusion lens. Taken together, the four records indicate that assessment is the domain in which institutions have moved furthest from statements of principle towards instruments that bind.

Who, and where

The actors carrying out the practice and where they are. Where a source does not name the institution, no attribution is made.

Institutions and actors

Anadolu University
Open University of Cyprus
The Open University
UniDistance Suisse

Countries

Türkiye
Cyprus
United Kingdom
Switzerland

Context

Higher education

How it was done

Each record stands with its imprint, its short reading and the sentence found in the source. Quotations are not shortened, so that a reader can check the inference.

Mandatory generative AI usage declaration in the thesis writing guide

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.

Institution: Anadolu University
Country: Türkiye
Delivery model: not stated in the source
Context: Higher education
Contributed by: not stated in the source
Year: 2024
Maturity: Established
Scalability: Embedded
Transferability: Embedded
Source report: D3.1

Evidence

Reported by the institution itself in the partner survey; the guide and the form are named as existing documents.

The Graduate Education Institute has updated its Thesis Writing Guide in 2024, requiring students to sign a 'Generative Artificial Intelligence Usage Declaration' form.

D3.1, p. 32

Ethical use policy prohibiting AI in examinations and permitting it in assignments

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.

Institution: Open University of Cyprus
Country: Cyprus
Delivery model: Fully online
Context: Higher education
Contributed by: not stated in the source
Year: 2026
Maturity: Established
Scalability: Embedded
Transferability: Embedded
Source report: R3

Evidence

Described by a support staff respondent with the boundary condition stated in the same sentence, which is what makes the design of the rule visible.

their use is prohibited during exams, while it may be permitted for preparing assignments or activities if transparency is ensured

R3, p. 3.2.3

Pilot project on developing robust assessment in the light of generative AI

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.

Institution: The Open University
Country: United Kingdom
Delivery model: Fully online
Context: Higher education
Contributed by: not stated in the source
Year: 2024
Maturity: Piloted
Scalability: Established
Transferability: Embedded
Source report: D3.1

Evidence

The source names the funder and the scope of the pilot, which distinguishes it from an internal working group.

One of the key initiatives is a pilot project titled "Developing robust assessment in the light of Generative AI developments".

D3.1, p. 33

Teacher guidelines on ChatGPT and remote assessment

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.

Institution: UniDistance Suisse
Country: Switzerland
Delivery model: Fully online
Context: Higher education
Contributed by: not stated in the source
Year: 2024
Maturity: Piloted
Scalability: Established
Transferability: Established
Source report: D3.1

Evidence

The guidelines are reported as existing and addressed to teachers, but no institution-wide policy is reported until a working group is set up in the following round.

A teacher's guidelines to chatGPT and remote assessments (for teachers)

D3.1, p. 34