Applying the University AI Policy to Assessments: Guidance for FSE Staff
As we prepare for Semester 1, all FSE academics are asked to review their summative assessments and apply the University AI assessment categories consistently across taught provision.
This guidance is intended to support staff in making proportionate, assessment-led decisions about AI use. The starting point should always be the purpose of the assessment and the evidence of learning that students need to demonstrate, rather than the technology itself.
The AI category should be selected according to what the assessment is designed to test, where AI might appropriately support student learning, and where AI use could compromise the learning being assessed.
Key Message
Start with the assessment, not the technology. The aim is not to redesign every assessment, but to ensure that students receive clear, consistent and practical guidance about how AI may or may not be used.
Action Required
Please review each summative assessment using the process below:
- Review the assessment. Check the assessment brief, learning outcomes, weighting, existing guidance and Canvas information.
- Identify the evidence of learning. Be clear about what students must demonstrate, such as knowledge, analysis, judgement, problem-solving, technical competence or disciplinary reasoning.
- Decide where AI could support learning. Consider whether AI can support preparation, understanding, organisation, language, revision or formatting without replacing the learning being assessed. Applying AI policy: what to communicate to students?
- Identify what must remain student work. Clarify what AI must not replace, such as calculations, interpretation, analysis, evaluation, conclusions, coding decisions, experimental judgement or professional recommendations.
- Select the AI category. Choose Category A, B, C or D based on the assessment purpose and evidence of learning. AI in Teaching and Learning Policy
- Review the marking rubric. Check that the rubric still assesses the required learning, judgement and disciplinary reasoning. Make only proportionate changes where needed.
- Define transparency requirements. Decide whether students need an AI declaration, AI use log, source verification statement or labelling of AI-generated outputs.
- Update Canvas. Add the AI category to the Assessment and Feedback page in the Canvas template as a minimum. Where appropriate, also include permitted use, prohibited use and student support links. Library support for digital skills
- Prepare student-facing communication. Give students a short, practical message explaining what is allowed, what is not allowed, what they must declare and where they can get help. Applying AI policy: what to communicate to students?
- Check proportionality. Avoid overcomplicating the assessment. In many cases, the main requirement is clear guidance rather than assessment redesign.
Canvas Requirements
Students should be able to find the AI category and related guidance in the Assessment and Feedback area of Canvas.
As a minimum, staff should:
- Add the AI category for each summative assessment
- State what AI use is permitted
- State what AI use is not permitted
- Signpost students to relevant University support.
Support and Further Guidance
Staff should also refer to the central University and Faculty support resources, including M365 Copilot for Teaching, AI Teaching and Learning Needs Hub and What support is available for AI in teaching and learning?
