AI Guidance for Staff
Introduction to AI Guidance at the University
The purpose of this page is to help staff at the University of Glasgow (UoG) understand the University’s position on generative artificial intelligence (AI) tools in relation to assessment practice. It aligns with the Learning Through Assessment Framework (March 2023) and seeks to provide examples of how staff can develop and adapt their assessment practice.
In recent months, there has been significant interest and experimentation with artificial intelligence (AI) tools such as ChatGPT, DALL-E2, CoPilot, and Google Bard, but there are many more. Emerging tools with enhanced capabilities will be embedded into the systems and software that are used every day, including Microsoft 356 Copilot and Duet AI for Google Workspace.
This page will be updated on a regular basis by the Assessment and Feedback Practice and Policy workstream which supports the Transformation project and implementation of the Learning and Teaching Strategy, to ensure guidance is relevant and contemporary.
Please find the University of Glasgow's guidance on AI for staff here.
In the meantime, if you have any questions, please contact the Assessment & Feedback Practice and Policy workstream.
What is the University of Glasgow’s position on use of AI tools?
The University of Glasgow (with Russell Group peers) believes artificial intelligence (AI) tools are potentially transformative as well as disruptive. They increasingly feature in academic and professional workplaces. Consequently, rather than seek to prohibit students’ use of these tools, we want to support students in learning how to use them effectively, ethically, critically, and transparently.
What are the limitations of AI tools?
Current AI tools have limits in terms of their ability to create meaning in the real world. The nature of these systems means that they do not understand the words that are being produced.
How can I adapt assessment to deal with generative AI?
It is important to recognise that the use of AI in assessment should not be treated as plagiarism (see The University of Glasgow’s Code of Student Conduct). Rather we should carefully consider how we adapt assessment to ensure that students are demonstrating skills beyond purely knowledge recall.
What should I tell students about AI?
Given the news and social media hype surrounding generative artificial intelligence (AI), it is likely that students will have already heard about, or experimented with, the different types of tools available. It is important that you have an open conversation about the capabilities (and limitations) of these tools relative to the assessment tasks. Otherwise, you may create suspicion and mystery around the tools, leading to students potentially misusing AI and thus falling into the territory of creating an unfair advantage and facing a conduct case.
How can I assure academic integrity?
The University is committed to continually enhancing our teaching and assessment practices based on pedagogy and evidence of effectiveness of learning. This means supporting the development and introduction of assessment that is meaningful, allows students to build their understanding across their programme of study, and enables them to demonstrate their understanding and skills as well as their knowledge.
Is text-based AI the only thing I need to worry about?
Text generated AI tools such as ChatGPT are only part of a wider AI eco-system that can be deployed to generate content. While text generative AI has the largest impact on learning and teaching and assessment, we must be mindful of tools that can be used to generate content of other popular assessment types, such as video, slide decks, image/poster creation and podcasts. It is important that staff are aware that AI can now generate – to a very high standard – these types of outputs from a few prompt inputs.
Where can I learn more/ get help with approaching AI in my teaching?
The university will activity seek to support both staffs’ and students’ digital literacy skills in the area of AI. Over the coming months, the AI Innovation SharePoint pages will be developed over time to host examples of good practice, while also acting a central site to distribute information, developments and upskilling sessions that will be made available.