Many teachers have expressed concern that students may use GenAI tools for their homework, which can be seen as cheating, plagiarism or even academic fraud. Therefore, learners should be encouraged to be open about the use of AI in their work.
When including AI content in research, articles or teaching, it would be advisable to cite the AI contribution in the same way as one cites other sources. For example, the University of Jyväskylä[i] provides the following documentation guidelines:
“When using AI applications in your studies or scientific work, document your use carefully. Documentation is a prerequisite for being able to report your use of AI truthfully and in accordance with good scientific practice.
According to the University of Jyväskylä’s policy, students must report the use of generative AI applications in their learning tasks and theses.”
Generative AI services are available free of charge to all learners. Therefore, teachers should consider what kind of assessment tasks they give and what they want to assess. It is no longer appropriate to simply give tasks that require checking information or writing essays. Search engines and GenAI make it easy for learners to search for any information and produce texts on any topic.
Teachers should discuss with students beforehand how AI can be used for the exercise to be assessed. The AI Assessment Scale (AIAS) proposed by Furze & Al [ii] aims to clarify communication between teachers and students. The assessment framework can be used to make it clear to both students and staff what is appropriate or inappropriate use of AI in an assignment.
For example, the use of AI can be banned in some important exams. On the other hand, there are many tasks where AI can be used as a useful brainstorming or support tool. Creative use of AI may be favoured for tasks requiring problem solving and innovation.
Teachers should discuss with students how AI can be used in their assignments.
Guidance for teachers on the use of AI
- No AI: The assessment is completed entirely without AI assistance in a controlled environment, ensuring that students rely solely on their existing knowledge, understand and skills.
- AI planning: AI may be used for pre-task activities such as brainstorming, outlining and initial research. The level focuses on the effective use of AI for planning, synthesis, and ideation, but assessments should emphasise the ability to develop and refine these ideas independently.
- AI collaboration: AI may be used to help complete the task, including idea generation, drafting, feedback and refinement. Students should critically evaluate and modify the AI suggested outputs, demonstrating their understanding.
- Full AI: AI may be used to complete any elements of the task, with students directing AI to achieve the assessment goals. Assessments of this level may also require engagement with AI to achieve goals and solve problems.
- AI exploration: AI is used creatively to enhance problem-solving, generate novel insights, or develop innovative solutions to solve problems. Students and educators co-design assessments to explore unique AI applications within the field of study.
Source: Leon Furze et al (2024) updated AIAS scale
If restrictions on the use of AI are to be enforced, they must be clearly stated, and clear guidance should be available to all. The updated Furze table also includes clear instructions for learners in different situations.
Guidance for learners on the use of AI
- NO AI: You must not use AI at any point during the assessment. You must demonstrate your core skills and knowledge.
- AI planning: You may use AI for planning, idea development and research. Your final submission should show how you have developed and refined these ideas.
- AI collaboration: You may use AI to assist with specific tasks such as drafting text, refining and evaluating your work. You must critically evaluate and modify AI-generated content you use.
- Full AI: You may use AI extensively throughout you work either as you wish, or as specifically directed in your assessment. Focus on directing AI to achieve your goals while demonstrating your critical thinking.
- AI exploration: You should use AI creatively to solve the task, potentially co-designing new approaches with your instructor.
Source: Leon Furze et al (2024) updated AIAS scale
If we want to guarantee a fully AI-free assessment of learners’ knowledge and skills, we need to have some form of supervised assessment. According to Furze[iii], this is for two reasons: “First, there is no way to guarantee that a student who has a device (mobile device, laptop, tablet, Meta Ray Bans…) will not be AI-assisted. Second, if we try to use recognition tools or other technology solutions, we risk creating equity issues between, for example, students who have access to (and get away with) more advanced, paid AI products and students who have limited access to (and are likely to get away with) free tools.”
Many educational institutions have implemented AI detection tools to monitor the use of AI. Unfortunately, they have proven to be unreliable and often produce false positives[iv]. Reliance on these tools can lead to unfair accusations against innocent students, but at the same time may miss sophisticated misuse by students who deliberately seek to avoid detection.
If students are given permission to use AI, it is advisable to ask them to document their working process; for example, the prompts/inputs they used, the results they obtained, and how they worked on and modified the results they obtained. This method not only prevents inappropriate use, but also helps students develop key AI skills. In addition, seeing the work in progress gives teachers some idea of the potential applications of these tools in the tasks they are assigned[v].
If students are given permission to use AI, it is advisable to ask them to document their working process.
Read the entire AI Guide for Teachers here.
Sources
[i] Jyväskylän ylopisto (Haettu 15.12.2024) https://www.jyu.fi/fi/opiskelijalle/kandi-ja-maisteriopiskelijan-ohjeet/tiedonhankinta-ja-aineistonhallinta/tekoaly-tiedonhankinnassa
[ii] The updated AI assessment scale (noudettu 12.12.2024) https://leonfurze.com/2024/08/28/updating-the-ai-assessment-scale/
[iii] Leon Furze (haettu 29.12.2024) https://leonfurze.com/2024/08/09/can-the-ai-assessment-scale-stop-students-cheating-with-ai/
[iv] Jason M Lodge (haettu 29.12.2024) The evolving risk to academic integrity posed by generative artificial
intelligence: Options for immediate action https://www.teqsa.gov.au/sites/default/files/2024-08/evolving-risk-to-academic-integrity-posed-by-generative-artificial-intelligence.pdf
[v] Cf. Jason M Lodge (haettu 29.12.2024) The evolving risk to academic integrity posed by generative artificial intelligence: Options for immediate action https://www.teqsa.gov.au/sites/default/files/2024-08/evolving-risk-to-academic-integrity-posed-by-generative-artificial-intelligence.pdf
Read the entire AI Guide for Teachers here.
Jaa eteenpäin
