Conference Agenda

As expectations around the use of Generative Artificial Intelligence (GenAI) can vary from discipline to discipline, or even module to module or assessment to assessment, it is important to set clear expectations for students regarding what is considered authorised or unauthorised use of GenAI at programme, module, or assessment level. Taking this a step further, explaining the reasoning behind the chosen approach and relating it to learning outcomes provides useful clarity and transparency for students. Additionally, clarifying the expectations of an assessment can reinforce learning outcomes and skill development.

Beyond providing much-needed clarity and transparency for students, the process of drafting a GenAI statement encourages us to think through our goals and intentions and, specifically, whether or not the use of GenAI is appropriate or relevant in our programmes, modules, and/or assessments.

This workshop will introduce participants to the key considerations and steps in drafting comprehensive GenAI statements. These steps include:

1. Reflecting on and articulating the purpose or goals of the programme, module, or assessment drawing on assessment briefs, rubrics, learning outcomes, etc.
2. Deciding how much, if any, GenAI use is acceptable using an adapted version of the AI Assessment Scale (Perkins, et.al., 2024) for guidance.
3. Explaining to students the reasoning behind your decision of which level of GenAI use is acceptable with reference to the purpose and goals as articulated in Step 1.
4. If GenAI will be permitted, explain how students should acknowledge and document their use.
5. Combine steps 1-4 into a programme, module, or assessment-specific GenAI statement to clarify the place of GenAI tools in your programme, module, or assessment.
6. Decide how and where you will share this GenAI statement with your students (e.g. posting to your virtual learning environment, adding to assignment briefs, including in programme documentation, etc.)

Workshop participants will be guided through the above steps and will leave the session with a draft of a robust and comprehensive GenAI statement they can use in their own teaching practice.

Patricipants should bring assessment briefs, module learning outcomes, rubrics, and any other relevant materials to the workshop for use in drafting their own GenAI statements.

References

Perkins, M., Furze, L., Roe, J., & MacVaugh, J. (2024). The Artificial Intelligence Assessment Scale (AIAS): A Framework for Ethical Integration of Generative AI in Educational Assessment. Journal of University Teaching and Learning Practice, 21(06), Article 06. https://doi.org/10.53761/q3azde36

Goff, L., Thelen, S., Writing a GenAI Statement. (2024). University College Cork. Retrieved December 4, 2024, from https://www.ucc.ie/en/ethical-use-of-generative-ai-toolkit/academic-integrity/writing-a-genai-statement/