Read guidance on the University of Sussex policy relevant to AI in assessment, and on allowing and acknowledging its use.
As outlined in the University’s March 2023 statement on Advances in Technology and Academic Integrity, the institution acknowledges that the use of AI is valid in certain disciplines. Furthermore, as generative AI becomes increasingly prevalent in both professional and personal contexts, students are entering university with heightened expectations of developing AI literacy and utilising AI as a learning tool.
Therefore, while the baseline position of the University is that the use of generative AI material in assessment submissions is prohibited, module convenors can allow students to use AI in an assistive capacity or require its use by integrating AI into their assessment design. However, there is a delicate balance between enabling students to use AI to enhance their learning and preventing its misuse as a form of academic misconduct.
The guidance on this page, therefore, explains:
- how to ensure that permissions for the use of AI in all modules are communicated clearly and consistently
- how to ask students to acknowledge their use of AI
- what to do if illicit AI use is suspected.
For the University position on acceptable use of AI, see the student facing Skills Hub page ‘Using generative AI in your assessments’ . The page sets out the circumstances in which AI use will be considered academic misconduct and how students should expect AI use permissions to communicated by module convenors.
See also the University regulations on academic misconduct.
If you have any queries please contact academicmisconduct@sussex.ac.uk.
Providing guidance to students on AI use in assessment
Whether or not you allow the use of generative AI in your module, it is essential that you are clear with students on what is, and is not, permitted.
To ensure clarity and consistency, and to reinforce the reliability of assessments, we recommend you include both module and assessment level statements on the acceptable use of generative AI in all modules.
Example statements, along with guidance on how you might ask students to acknowledge or evidence their use of AI are provided below.
You should discuss with colleagues and marking teams the implications of such statements for applying marking criteria, i.e. if permitted, then students should not be penalised for acknowledging the use of AI. Note that your school may also have a policy about acceptable use.
Please also make time in class to talk with students about both the rationale for, and implications of, such permissions and how students might use such tools for self-directed learning.
Module level statements on the use of AI in assessment
To ensure clarity and consistency, and to reinforce the reliability of assessments, we recommend you include one of the following module level statements on the acceptable use of generative AI in all modules.
Where such statements are located will vary depending on your School’s Canvas Template. If unsure about your School’s preferred approach, please check with your Director for Teaching and Learning.
Module statement 1: Generative AI tools must not be used to generate any materials or content for assessments in this module.
- Full statement (please copy)
Generative AI tools must not be used to generate any materials or content for assessments in this module. In this module, you must not use generative artificial intelligence (AI) to generate any materials or content for your assessment submissions.
Note that:
- The baseline position at the University is Sussex is that the use of generative AI material in assessment submissions is prohibited, unless explicitly permitted by the module convenor.
- Students registered with the Disability Advice team and in receipt of reasonable adjustments are still permitted to use other assistive technology as required.
- See Skills Hub guidance relating to AI and academic integrity
-
If in any doubt about what is permissible, students should check with the module convenor.
Module statement 2: Generative AI tools may be used for some assessments in this module.
Choose this option if generative AI use conditions vary across assessments in your module or if types or ways of AI use is restricted for one or more assessments.
Please also accompany this unit level statement with additional assessment level statements (see section below) for each assessment task.
- Full statement (please copy)
Generative AI tools may be used for some assessments in this module. Please refer to the guidance on the acceptable use of generative AI provided in your assessment task descriptions.
Note that:
- Such permissions are for specific assessments and in this module only. You should not assume they apply in other modules.
- See Skills Hub guidance relating to AI and academic integrity
-
Please contact the module convenor if you are at all unsure about what is/is not permitted regarding the use of generative AI tools in this module.
Adapted from: Monash University: Policy and practice guidance around acceptable and responsible use of AI technologies
Assessment level statements on the use of AI
If you have selected module level statement 2, an additional statement on acceptable/unacceptable use should be provided in the assessment task description, using one of the following options:
Assessment statement 1: Generative AI tools must not be used to generate any materials or content for this assessment.
- Full statement (please copy)
Generative AI tools must not be used to generate any materials or content for this assessment: The purpose and format of this assessment makes it inappropriate or impractical for AI tools to be used.
Students registered with the Disability Advice team and in receipt of reasonable adjustments are still permitted to use other assistive technology as required.
- When to choose this option
Assessments where the use of AI is wholly inappropriate for the delivery of the specific learning activities or skills to be assessed might include, for example, demonstrating foundation level skills such as remembering, understanding, independently developing critical thinking skills, and applying knowledge or demonstrating fundamental skills that will be required throughout the programme.
Such assessments are likely to be designed to support the development of knowledge and skills that students will require in order to be able to study successfully and effectively, including with the use of AI tools in other contexts and in future assessments. Discussion with students will be required to explain the rationale for this category (for example, pedagogy, employability, etc).
- Examples of assessments where AI might not normally be used could include:
- In-person unseen examinations
- Online examinations
- Class tests
- Vivas
- Some laboratories and practicals
- Discussion-based assessments
Assessment statement 2: Generative AI tools can be used in an assistive role:
Students are permitted to use AI tools for specific defined processes within the assessment.
- Full statement (please copy)
Generative AI tools can be used in an assistive role: You are permitted to use generative AI tools for specific defined processes within this assessment.
You are permitted to use generative AI to:
[**provide list**]
However, you are NOT permitted to use generative AI tools to:
[**provide list**]
Please note also:
- You will be required to include a clear acknowledgement of the generative AI tools you have used in your submission. [**insert instructions on how to acknowledge**]. Therefore, when using generative AI tools please ensure you keep a record of your prompts, the outputs and how you used them to inform/develop your final submission.
- Students are not permitted to use generative AI for assessed submissions unless explicit permission is given by the module convenor (as done here). Therefore, permission to use generative AI tools as outlined above is for this module only.
- Please contact the module convenor if you are at all unsure about what is/is not permitted regarding the use of generative AI tools in this module.
- When to choose this option
AI tools can be used to enhance and support the development of specific skills in specific ways, as specified by the tutor and required by the assessment. For instance, students might use AI for tasks such as data analysis, pattern recognition, ideation or generating insights.
Here the tutor should support and guide the students in the use of AI to ensure equity of experience, but the use of AI is not in itself a learning outcome. There will be some aspects of the assessment where the use of AI is inappropriate.
- Examples of assessments where AI might be used in an assistive capacity include:
- drafting and structuring content;
- supporting the writing process in a limited manner;
- as a support tutor;
- supporting a particular process such as testing code or translating content;
- giving feedback on content, or proofreading content (within the confines of the University of Sussex proof reading policy)
- Example statement
Artificial Intelligence (AI) text generation tools can be used to help organise and plan your work, under the following circumstances:
You are permitted to use generative AI functionality within Adobe Firefly for the following tasks:
AI text-to-image tools can also be used for:
- generating images of your researched personas (i.e. after research)
- to help you with ideation
- to create settings/backdrops for your designs (e.g. when presenting backgrounds for rendering)
- AI text generation tools can be used for organising and planning your work
However, they should not be used to meet the learning outcomes for you! Therefore, you do not have permission to use them for:
- Writing your portfolio
- Creating or undertaking research for you
- Presenting imagery created using AI as your own
Please note also:
- You will be required to include a clear acknowledgement of the generative AI tools you have used in your submission by including this Acknowldge, Describe, Evidence template as an appendix to your submission. Therefore, when using generative AI tools please ensure you keep a record of your prompts, the outputs and how you used them to inform/develop your final submission.
- Students are not permitted to use generative AI for assessed submissions unless explicit permission is given by the module convenor (as I have done here). Therefore, permission to use generative AI tools as outlined above is for this module only.
- Students registered with the Disability Advice team and in receipt of reasonable adjustments are/may still be permitted to use other assistive technology as recommended by the university in their learning support plan.
- Please contact me (your module convenor) if you are at all unsure about what is/is not permitted regarding the use of generative AI tools in this module.
Assessment statement 3: Generative AI has an integral role.
AI can be used as a primary tool throughout the assessment process.
- Full statement (please copy)
Generative AI has an integral role: AI can be used as a primary tool throughout the assessment process.
You are permitted to use generative AI to:
[**provide list / refer to fuller task description**]
However, you are NOT permitted to use generative AI tools to:
[**provide list**]
Please note also:
- You will be required to include a clear acknowledgement of the generative AI tools you have used in your submission. [**insert instructions on how to acknowledge**]. Therefore, when using generative AI tools please ensure you keep a record of your prompts, the outputs and how you used them to inform/develop your final submission.
- Students are not permitted to use generative AI for assessed submissions unless explicit permission is given by the module convenor (as done here). Therefore, permission to use generative AI tools as outlined above is for this module only.
- Please contact the module convenor if you are at all unsure about what is/is not permitted regarding the use of generative AI tools in this module.
- When to choose this option
Students will demonstrate their ability to use AI tools effectively and critically to tackle complex problems, make informed judgments, and generate creative solutions. The assessment will provide an opportunity to demonstrate effective and responsible use of AI.
The tutor should support and guide the students in the use of AI to ensure equity of experience.
- Note that this option should ONLY be used with AI tools that are supported by the University of Sussex (expand for details).
No assessment should require students to use applications that are not licensed by the University of Sussex. If unsure, please contact Educational Enhancement.
Find out more about the types of generative AI tools available and how to access them.
- Examples of where AI tools could be used as an integral part of the assessment include:
- drafting and structuring content;
- generating ideas;
- comparing content (AI generated and human generated);
- creating content in particular styles;
- producing summaries;
- analysing content;
- reframing content;
- researching and seeking answers;
- creating artwork (images, audio and videos);
- playing a Socrative role and engaging in a conversational discussion;
- developing code;
- translating content;
- generating initial content to be critiqued by students.
Adapted from UCL: Using AI tools in assessment
Providing guidance to students on acknowledging the use of AI
If you allow the use of AI sources in assessed work, you should provide guidance to students on how to acknowledge, describe and evidence its use in their submissions.
For example, students could be asked to include a declaration in their submission which:
- provides a written acknowledgment of the use of generative artificial intelligence
- specifies which technology was used
- includes explicit descriptions of how the information was generated
- identifies the prompts used
- explains how the output was used in their work.
A suggested format is:
I acknowledge the use of [1. insert AI system(s) and link] on [date] to [2.specific use of generative artificial intelligence]. The prompts used include [3. list of prompts]. The output from these prompts was used to [4. explain use].
You might also provide your students with a pre-formatted cover sheet or appendix section. Here's one example cover sheet. (links to Sussex Box folder)
While you may wish to tailor such guidance to your module, please also try to ensure consistency for students. For example, your School may have a recommended approach.
Adapted from: University of Sheffield: Generative AI in Assessment and UCL: Using AI tools in assessment
What to do if illicit AI use is suspected
It is important to be vigilant and report cases of academic misconduct. However, as with many examples of academic misconduct, it can be difficult to detect when AI has been used without permission to produce student submissions. Nevertheless, please note that:
Do not submit student work to online AI detection tools:
Uploading student submissions to AI tools not licensed by the University of Sussex contravenes the University’s data protection rules.
There are no independently validated tools that can reliably and accurately detect generative AI-produced material.
In addition to detection tools being inconsistent, the results of such checkers are biased. See for example, this 2023 paper from Stanford researchers: GPT detectors are biased against non-native English writers
Humans are also poor AI detectors:
A 2024 study by researchers from the Open University found that training markers to recognise material produced by a GenAI tool did improve GenAI detection rates for some assessment types. However, there was an overall increase in the rate of false positives.
Students able to access paid for versions of GenAI tools and/or students with higher levels of AI literacy, are more likely to evade detection.
If you suspect, but cannot prove, illicit use of AI:
In such instances it is likely the submission has flaws which you suspect are due to students taking shortcuts using AI. In such cases, in your feedback to the student:
- comment on the qualities of the submission, not the suspected actions or intentions of the student
- identify the issues with the content in question and actions students can take to improve such work
- be careful not to accuse students of academic misconduct or to imply illicit use of AI that you cannot prove (and you may be wrong about).
See more from Artificial Intelligence in teaching and assessment