Read guidance on the University of Sussex policy relevant to AI in assessment, and on allowing and acknowledging its use.
Academic misconduct and AI detection
The baseline position of the University is Sussex is that the use of generative AI material in assessment submissions is prohibited, unless explicitly permitted by the module convenor.
- Personation policy, terminology and process
The University of Sussex policy on academic misconduct via ‘personation’ was expanded in January 2023 to include AI generated text or content. The policy now defines personation in written submissions as:
“...where someone, or software (unless explicitly permitted in the assessment guidance from the module convenor) other than the student prepares the work, part of the work, or provides substantial assistance with work submitted for assessment. This includes but is not limited to: AI generated text or responses.”
As with any case of suspected personation, suspected cases should be reported by module convenors to their school investigating officer. Cases may be referred to an academic misconduct panel which will consider evidence and make a determination based on balance of probability.
- Proof reading policy
The University of Sussex proof reading policy currently states that proof reading should be limited to minor language correction. This can include errors in grammar, vocabulary, expression and word order. However, specific minor suggestions for language correction should only be made when communication and meaning is clear to the reader.
If you have any queries please contact academicmisconduct@sussex.ac.uk.
Guidance on AI detection
As with all cases of personation, it can be difficult to detect when AI has been used to produce student submissions.
- AI detection tools (do not use)
Please do not submit student work to online AI detection tools. There are many such tools but, ultimately, there are no independently validated tools that can reliably and accurately detect generative AI-produced material. Even Open AI, the creators of ChatGPT, have failed to produce a reliable AI classifier.
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
Finally, by using such tools you will be sharing student work with unregulated sites and further feeding the AI tools.
- Possible indicators of AI generated text
While none of the following will enable you to definitively identify the use of generative AI, they may be a useful starting point for your thinking:
- the points and conclusions lack insight
- the writing circles around the same points without making progression of argument
- appearance of non-sequiturs in the prose, such as non-logical progression or statements not relating to things that have come before
- out-of-sequence numerical values, e.g., a numbered list might start at '2,' or there might be a gap between numbering
- non-logical use of data, e.g. "...the rate increased from 5% to 2%"
- alternating between UK and US English
- non-current references. This may be an indicator due to a time delay when AI tools last scanned the internet
- use of arcane or flowery language.
(adapted from the University of Brighton)
Guidance on AI use in assessment
As explained in the University’s March 2023 statement on Advances in Technology and Academic Integrity, the University acknowledges that the use of AI in some disciplines is valid. There are lots of reasons why you might allow students to use AI in their learning and assessments. One reason may be that, by asking your students to be transparent in how they’ve used such tools, you will be able to provide feedback on whether they’ve used the tools effectively, or not.
If you do allow the use of generative AI, it is essential that you are clear with students on what is, and is not, permitted in your module.
This guidance ensures that permissions for the use of AI in all modules are communicated clearly and consistently.
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.
You should also 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. Your school may also have a policy about acceptable use.
Provide 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.
- 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.
- 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
Provide 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 required.
- 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.
Currently, this is restricted to AI functionality within the following licensed applications:
- Adobe Firefly (text to image generation)
We anticipate that this list will grow over time.
- 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
Guidance 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
Guidance for students
Students should be aware of guidance about academic misconduct on the Student Hub.
See more from Artificial Intelligence in teaching and assessment