The Artificial Intelligence Assessment Scale (AIAS): A framework for ethical integration of generative AI in educational assessment

Perkins, Mike; Furze, Leon; Roe, Jasper; MacVaugh, Jason

Abstract

Recent developments in Generative Artificial Intelligence (GenAI) have created a paradigm shift in multiple areas of society, and the use of these technologies is likely to become a defining feature of education in coming decades. GenAI offers transformative pedagogical opportunities, while simultaneously posing ethical and academic challenges. Against this backdrop, we outline a practical, simple, and sufficiently comprehensive tool to allow for the integration of GenAI tools into educational assessment: the AI Assessment Scale (AIAS). The AIAS empowers educators to select the appropriate level of GenAI usage in assessments based on the learning outcomes they seek to address. The AIAS offers greater clarity and transparency for students and educators, provides a fair and equitable policy tool for institutions to work with, and offers a nuanced approach which embraces the opportunities of GenAI while recognising that there are instances where such tools may not be pedagogically appropriate or necessary. By adopting a practical, flexible approach that can be implemented quickly, the AIAS can form a much-needed starting point to address the current uncertainty and anxiety regarding GenAI in education. As a secondary objective, we engage with the current literature and advocate for a refocused discourse on GenAI tools in education, one which foregrounds how technologies can help support and enhance teaching and learning, which contrasts with the current focus on GenAI as a facilitator of academic misconduct.

Citation

Perkins, M., Furze, L., Roe, J., & MacVaugh, J. (2024). The Artificial Intelligence Assessment Scale (AIAS): A framework for ethical integration of generative AI in educational assessment. Journal of University Teaching and Learning Practice, 21(6), https://doi.org/10.53761/q3azde36

• Journal Article Type: Article
• Acceptance Date: Mar 13, 2024
• Online Publication Date: Apr 19, 2024
• Publication Date: Apr 30, 2024
• Deposit Date: Jan 29, 2025
• Journal: Journal of University Teaching and Learning Practice
• Print ISSN: 1449-9789
• Peer Reviewed: Peer Reviewed
• Volume: 21
• Issue: 6
• DOI: https://doi.org/10.53761/q3azde36
• Public URL: https://durham-repository.worktribe.com/output/3355786