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AI and academic integrity

Read guidance on policy relevant to AI in assessment, including AI detection tools, and on providing clear and consistent guidance for students on permitted use and acknowledgment of AI in assesment. 

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.

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 be communicated by module convenors.   

See also the University regulations on academic misconduct. 

If you have any queries, contact academicmisconduct@sussex.ac.uk

Permissions for AI use in assessment at Sussex

It is up to module convenors to determine and communicate AI use permissions via module Canvas sites. For each assessment, choose one of three permitted levels of AI use:

  • AI use is prohibited
  • AI can be used in an assistive role
  • AI has an integral role.

Follow these steps when choosing and communicating permissions for AI use for your assessments:

Step 1. When selecting the level of AI use you will permit for your assessments, consider:

  • whether your permitted AI use can be reliably enforced
  • your pedagogical rationale and how you will explain it to your students.

Step 2. Add an AI permission statement to your assignment instructions in Canvas. Note, statements should be provided for all assessments.

Step 3. Add a module level AI use statement to the Module Information or Assignments and Guidance section of your Canvas site. Where such statements are located will vary depending on your School’s Canvas Template.

Following these steps will help ensure your AI use permissions are clearly and consistently communicated. Doing so will also support accessibility and inclusion and help to reinforce the reliability of your assessments.

Please also make time in class to talk with students about both the rationale for, and implications of, such permissions, how students might use such tools for self-directed learning.

Assessment level AI permission statements

Please provide one of the following statement in your assessment instructions:

Statement 1: Generative AI use is prohibited

  • 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.

  • Additional clarification (adapt and include)

    We recommend you also add some clarification of what you mean by ‘generating materials or content for use’, for example:

    'Therefore, you do not have permission to use AI for:

    • generating written materials for inclusion in your assignment, either in copy/paste form, paraphrased form, or edited form
    • generating or drafting a structure for your assignment
    • evaluating strengths and weaknesses of literature, sources, arguments, or evidence. AI tools are not capable of applying human critical thinking
    • the development of an argument
    • using any information that you have not verified through your own research (backed up by citations of sources that you have read for yourself) as AI tools are prone to ‘hallucinations’, which means they can confidently make things up that are completely wrong
    • providing definitions of theories or complex concepts (particularly where your own understanding and interpretation of these is part of what is being assessed).
  • When to choose this option

    Choose this option when assessments require learners to demonstrate essential skills without AI support — for example, remembering, understanding, developing independent critical thinking, applying knowledge, or showing foundational abilities that underpin the entire programme.

    These 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).

  • Example of assessments in this category could include:
    • in-person unseen examinations 
    • online examinations
    • class tests 
    • oral assessments
    • some laboratories and practicals 
    • discussion-based assessments.

Statement 2: Generative AI can be used in an assistive role

Students can use AI tools for specific defined processes within the assessment. These purposes may be very broad or limited, as the examples below illustrate. If used, convenors should review and adapt the list to suit the specific assessment requirements.

  • 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
    • 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 assessment where AI might be used in an assitive 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:

    • 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. 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
    • contact 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.  
  • Example statement

    Generative AI tools can be used to help organise andplan your work under the following circumstances. 

     You can use generative AI functionality for the following purposes:

    • to help you to identify additional reading materials or evidence, to complement your essential reading. However, you are responsible for verifying the relevance and accuracy of this content. This should not replace your independent use of library search skills
    • generating ideas about definitions of simple terms
    • converting the same information from one format to another (e.g. text to audio; Excel spreadsheet to Word table, etc.)
    • as a tool to reflect your own ideas back at you, e.g. to end ‘writer’s block’
    • to simplify or break down reading material for you before you go on to do your own independent reading. However, you may not use AI tools as a replacement for your own reading of a text
    • to create study aids that you then use independently
    • as a time-management tool.

     

    However, AI should not be used to meet the learning outcomes for you. Therefore, you shouldn't use them for:

    • generating written materials for inclusion in your assignment, either in copy/paste form, paraphrased form, or edited form
    • generating or drafting a structure for your assignment
    • evaluating strengths and weaknesses of literature, sources, arguments, or evidence as AI tools are not capable of applying human critical thinking
    • the development of an argument
    • using any information that you have not verified through your own research (backed up by citations of sources that you have read for yourself). AI tools are prone to ‘hallucinations’, which means they can confidently make things up that are completely wrong
    • providing definitions of theories or complex concepts (particularly where your own understanding and interpretation of these is part of what is being assessed).

     

     Please note also:

    • you are required to include a clear acknowledgement of the generative AI tools you have used in your submission by including a ‘Declaration of Artificial Intelligence Use' cover sheet within your submission. Therefore, when using generative AI tools, 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. Permission to use generative AI tools as outlined above is for this module and assignment only
    • students registered with the Disability Advice team and in receipt of reasonable adjustments are still be permitted to use other assistive technology as required
    • contact your module convenor if you are unsure about what is or is not permitted regarding the use of generative AI tools in this module.  

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 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. 

Module level AI permission statements

In addition to your assessment instructions, also add ONE of the module level AI use statements below to the Module Information or Assignments and Guidance section of your Canvas site. Where the statements are located will vary depending on your School’s Canvas Template.

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.

While you may wish to tailor such guidance to your module, also try to ensure consistency for students. For example, your School may have a recommended approach. 

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.

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 so be aware of the following: 

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 and the outputs are not admissible as evidence of academic misconduct. 

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 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:

When marking

Apply the marking criteria consistently:

  • do not penalise or limit the marks you award as doing so could unjustifiably limit that attainment of students who have submitted their own work in good faith and, as noted above, exacerbate the impacts of inequalities
  • consider and make note of how the marking criteria, assignment and/or guidance might be usefully redesigned to mitigate the likelihood and impacts of illicit AI use in future.

In your feedback

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).

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