UoA support for navigating Gen-AI

Find out what’s happening centrally to help teachers navigate academic integrity and the use of Gen-AI in coursework, summative assessments and examinations.

A message from Dr Gayle Morris, Director Learning and Teaching

Please find an overview of the work that is happening at a university level to support you, and your students in navigating some of the challenges related to academic integrity, considering generative artificial intelligence. I wish to reassure colleagues that confidence in assessment remains the cornerstone of our reputation; certification of our students is of utmost importance, and it remains important that we do it well.

The field however is complex and dynamic. Ultimately our response going forward to the challenges will require us as a community to engage with several questions, from revisiting the purpose of assessment, and to the wider question that speaks to the very purpose of education, the ‘why’.

1. An Assessment Think Tank with expertise from across the University has been established to provide agile thought leadership, troubleshooting and risk mitigation with respect to some of the emerging challenges.
2. A secure form has been set up for staff to submit their questions. We are compiling the questions and the responses which will be available on TeachWell using an FAQ format.
3. Guidance to staff on Gen-AI in exams has been published on TeachWell. This reminder also advises them of an updated Academic Integrity Statement on Inspera.
4. The Academic Quality Office and Connect are currently testing Turnitin’s Artificial Intelligence detection functionality; preliminary findings to inform any decision to continue are anticipated prior to Semester Two. An important aspect of this work is to ensure that we have appropriate guidelines in place and a comprehensive communication plan for staff and students.
5. Following the University Teaching and Learning Quality Committee, the Assessment Futures paper will be released for your feedback on 29 June. This is a wide-ranging paper as we look to reframe our assessment practice.