{"id":9446,"date":"2026-07-23T16:41:52","date_gmt":"2026-07-23T15:41:52","guid":{"rendered":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/?page_id=9446"},"modified":"2026-09-02T14:20:53","modified_gmt":"2026-09-02T13:20:53","slug":"generative-ai-in-learning-and-teaching","status":"publish","type":"page","link":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/generative-ai-in-learning-and-teaching\/","title":{"rendered":"Generative AI in Learning and Teaching"},"content":{"rendered":"<section id=\"intro\" class=\"genai-section\">\n<div style=\"border-left: 4px solid #005EB8;padding: 1em;background: #f4f8fb\"><strong>What this page is for:<\/strong> Light-touch, practical guidance for Cardiff University staff on how GenAI can be approached within teaching, learning and assessment \u2013 particularly when designing or reviewing assessments.<\/div>\n<p>&nbsp;<\/p>\n<div id=\"top\"><\/div>\n<div style=\"display: flex;gap: 30px;align-items: flex-start;flex-wrap: wrap\">\n<p><!-- Introduction --><\/p>\n<div style=\"flex: 3;min-width: 300px\">\n<p>Generative artificial intelligence (GenAI) tools are increasingly shaping how students learn, study and produce university work. Many Cardiff University students are already using these tools, and staff are encountering their impact across teaching, assessment and feedback.<\/p>\n<p>This page provides light\u2011touch, practical guidance for Cardiff University staff on how GenAI can be approached within learning, teaching and assessment. It is designed to support colleagues in making pedagogically informed decisions, particularly when designing or reviewing assessments.<\/p>\n<p>This guidance:<\/p>\n<ul>\n<li>Complements (but does not replace) institutional policy and intranet guidance;<\/li>\n<li>Focuses on enhancement rather than enforcement;<\/li>\n<li>Supports staff across disciplines and levels of experience.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<\/div>\n<p><!-- Navigation --><\/p>\n<div style=\"flex: 1;min-width: 250px;background: #f5f9fc;border-left: 5px solid #0066a1;padding: 20px;border-radius: 4px\">\n<h3 style=\"margin-top: 0;color: #0066a1\">On This Page<\/h3>\n<p><a href=\"#cardiff-position\">Cardiff University&#8217;s Position on GenAI<\/a><\/p>\n<p><a href=\"#capabilities\">GenAI Capabilities and Limitations<\/a><\/p>\n<p><a href=\"#teaching-practice\">Using GenAI in Teaching Practice<\/a><\/p>\n<p><a href=\"#assessment-design\">GenAI and Assessment Design<\/a><\/p>\n<p><a href=\"#supporting-students\">Supporting Students in Their Use of GenAI<\/a><\/p>\n<p><a href=\"#support\">Quick Reminders and Further Support<\/a><\/p>\n<\/div>\n<\/div>\n \n\n                        <div class=\"alert alert alert-info with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg class=\"icon\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 400 400\"><title>Checkbox selected<\/title><path d=\"M374.13.14h-348a26.08,26.08,0,0,0-26,26v348a26.09,26.09,0,0,0,26,26h348a26.09,26.09,0,0,0,26-26v-348A26.09,26.09,0,0,0,374.13.14Zm-.93,373H26.2V26.1h347Z\" transform=\"translate(-0.14 -0.14)\" style=\"fill:#383735\"><\/path><polygon points=\"300.66 100.69 338.35 138.82 172.53 303.76 73.65 205.78 111.78 168.53 172.41 228.94 300.66 100.69\" style=\"fill:#383735\"><\/polygon><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Cardiff University Approved Tools<\/h3>                <p class=\"MsoNormal\" style=\"line-height: 15.0pt\"><a><span style=\"font-size: 14pt\">For Cardiff staff and students, Microsoft Copilot, Google Gemini and NotebookLM are institutionally available GenAI tools. University accounts should be used to access these platforms, as they align with Cardiff University\u2019s institutional security standards, handle data appropriately, and are approved for use within Cardiff\u2019s digital tool environment.<\/span><\/a><\/p>\n            <\/div>\n        <\/div> \n\n    \n<hr \/>\n<div class=\"wp-block-group\">\n<div id=\"cardiff-position\"><\/div>\n<h2>Cardiff University&#8217;s Position on GenAI<\/h2>\n<\/div>\n<p>Cardiff University\u2019s current institutional guidance on artificial intelligence in education is available on the <a href=\"https:\/\/intranet.cardiff.ac.uk\/staff\/supporting-your-work\/teach-and-support-students\/teach-and-assess-students\/artificial-intelligence-ai-in-education\">staff intranet<\/a> and should always be the primary point of reference.<\/p>\n<p>While formal University guidance on generative AI in learning, teaching and assessment continues to evolve, colleagues are encouraged to adopt transparent, proportionate and pedagogically grounded approaches that align with emerging sector practice and Russell Group principles.<\/p>\n<div class=\"accordion accordion-accessible\"><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-russell-group-principles-1\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Russell Group Principles (expand to read)<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-russell-group-principles-1\"><figure id=\"post-9849 media-9849\" class=\"image align-left\"><\/figure>\n<p>Cardiff\u2019s approach aligns with <a href=\"https:\/\/www.russellgroup.ac.uk\/policy\/policy-briefings\/principles-use-generative-ai-tools-education\" target=\"_blank\" rel=\"noopener\">Russell Group principles<\/a>, which are:<\/p>\n<ol>\n<li>Universities will support students and staff to become AI-literate.<\/li>\n<li>Staff should be equipped to support students to use generative AI tools effectively and appropriately in their learning experience.<\/li>\n<li>Universities will adapt teaching and assessment to incorporate the ethical use of generative AI and support equal access.<\/li>\n<li>Universities will ensure academic rigour and integrity is upheld.<\/li>\n<li>Universities will work collaboratively to share best practices as the technology and its application in education evolves.<\/li>\n<\/ol>\n<\/div> <\/div><\/div>\n<p><strong>Framing GenAI use: a two\u2011lane approach<\/strong><\/p>\n<p>In the absence of Cardiff\u2011specific assessment classifications, the University is currently drawing on the University of Sydney\u2019s two\u2011lane assessment model as a helpful framing device when communicating expectations to students.<\/p>\n<p>In brief:<\/p>\n<div style=\"display: flex;gap: 0;align-items: stretch\">\n<p><!-- Lane 1 --><\/p>\n<div style=\"flex: 1;background: #FDE9D9;border: 3px solid #D98B75;padding: 25px\">\n<h3 style=\"color: #2f7d20;margin-top: 0\">Lane 1<\/h3>\n<p style=\"font-style: italic;color: #666\">Secure assurance of learning<\/p>\n<ul>\n<li>Trustworthy judgements about progress and attainment.<\/li>\n<li>Integrity of the award and individual learning protected.<\/li>\n<li>Controlled conditions, contextual task design, or verification.<\/li>\n<\/ul>\n<\/div>\n<p><!-- Lane 2 --><\/p>\n<div style=\"flex: 1;background: #E5DFEC;border: 3px solid #6B5478;padding: 25px\">\n<h3 style=\"color: #0070a3;margin-top: 0\">Lane 2<\/h3>\n<p style=\"font-style: italic;color: #666\">Open assessment for and as learning<\/p>\n<ul>\n<li>Open, supported assessment outside controlled settings.<\/li>\n<li>AI use cannot be prohibited in unsecured contexts.<\/li>\n<li>Focus on ethical, critical and discipline-specific use.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/section>\n<p>&nbsp;<\/p>\n<p>The two-lane model should not be interpreted as permission to ban or permit GenAI universally across a module or programme. Instead, it supports balanced, outcome-led decision-making. Staff should consider which learning outcomes require students to demonstrate knowledge, skills or judgement independently, and where these may need to be assessed in a secure or verifiable context. Equally, where GenAI use is appropriate within open assessment contexts, students should be supported to use it critically, transparently and in ways that align with the intended learning outcomes. The focus should be on what needs to be evidenced, not on applying blanket rules to whole assessments.<\/p>\n \n\n                        <div class=\"alert alert alert-success with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg class=\"icon\"  xmlns=\"http:\/\/www.w3.org\/2000\/svg\" xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" viewBox=\"0 0 96 96\" shape-rendering=\"geometricPrecision\" text-rendering=\"geometricPrecision\"><g><path d=\"M48,20c1.1,0,2,.9,2,2s-.9,2-2,2-2-.9-2-2s.9-2,2-2ZM60,80c0-1.1-.9-2-2-2h-7v-50.8c.9-.5,1.7-1.3,2.2-2.2h19.2L66.8,54h4.1l4.4-22.8L80.9,54h4.1L77.7,25h1.3c1.7,0,3-1.3,3-3s-1.3-3-3-3h-25.8c-.5-.9-1.3-1.7-2.2-2.2v-5.8c0-1.7-1.3-3-3-3s-3,1.3-3,3v5.8c-.9.5-1.7,1.3-2.2,2.2L17,19c-1.7,0-3,1.3-3,3c0,1.4,1,2.7,2.4,2.9L10.7,54h4.1l4.4-22.8L24.9,54h4.1L21.7,25h21c.5.9,1.3,1.7,2.2,2.2v50.8h-7c-1.1,0-2,.9-2,2v2L24,82v6h48v-6h-12v-2Z\"\/><path d=\"M32,57h-24c0,3.3,5.4,6,12,6s12-2.7,12-6Z\"\/><path d=\"M64,57c0,3.3,5.4,6,12,6s12-2.7,12-6h-24Z\"\/><\/g><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Reflection<\/h3>                <div style=\"font-size: 16px;line-height: 20px\">How are expectations around GenAI currently communicated within your module, programme or School? Are these expectations clear and consistent from a student perspective?<\/div>\n            <\/div>\n        <\/div> \n\n    \n<p style=\"text-align: right;margin-top: 20px\"><a style=\"display: inline-block;padding: 8px 14px;background: #0066a1;color: white;text-decoration: none;border-radius: 4px;font-size: 0.9rem;font-weight: 600\" href=\"#top\"> \u2191 Back to top <\/a><\/p>\n<hr \/>\n<div id=\"capabilities\"><\/div>\n<h2 id=\"intro\" class=\"genai-section\">GenAI Capabilities and Limitations<\/h2>\n<p>GenAI tools are developing rapidly. The points below reflect typical capabilities and limitations at the time of writing and should be interpreted cautiously as tools continue to evolve.<\/p>\n<p>GenAI tools can support learning in many ways, particularly when used to explore, question and develop understanding rather than simply produce finished work. For example, students and staff may use GenAI to:<\/p>\n<ul>\n<li>Generate ideas, questions or initial outlines;<\/li>\n<li>Explore unfamiliar topics or receive alternative explanations;<\/li>\n<li>Summarise, rephrase or compare concepts;<\/li>\n<li>Test understanding through dialogue, prompts or practice questions;<\/li>\n<li>Support coding, debugging or problem-solving;<\/li>\n<li>Draft, redraft or structure arguments;<\/li>\n<li>Produce examples, scenarios or teaching explanations.<\/li>\n<\/ul>\n<p>As with any source of information, AI-generated responses should be checked, questioned and contrasted with reliable academic, professional or disciplinary sources.<\/p>\n<h3><strong>Key limitations and risks<\/strong><\/h3>\n<p>GenAI tools:<\/p>\n<ul>\n<li>Produce probabilistic outputs, not verified knowledge;<\/li>\n<li>May generate confident but incorrect information (\u201challucinations\u201d);<\/li>\n<li>Can fabricate references or misrepresent sources;<\/li>\n<li>Lack contextual and disciplinary judgement;<\/li>\n<li>May reinforce bias or exclude marginal perspectives;<\/li>\n<li>Often produce fluent output that masks surface\u2011level understanding.<\/li>\n<\/ul>\n<h3><strong>Academic considerations<\/strong><\/h3>\n<p>Generative AI tools present significant opportunities for teaching and learning, but also introduce important challenges for assessment. This guidance outlines key risks identified in recent research and highlights implications for practice.<\/p>\n<div class=\"accordion accordion-accessible\"><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-genai-academic-condsiderations-1\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Over-reliance may inhibit skill development<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-genai-academic-condsiderations-1\"><p>Emerging evidence suggests that over-reliance on generative AI tools can reduce students\u2019 engagement in the cognitive processes necessary for learning, including analysis, synthesis, and problem-solving. When AI performs key elements of academic work, students may bypass \u201cproductive effort\u201d, limiting the development of disciplinary expertise and independent judgement.<\/p>\n<p> \n\n                        <div class=\"alert alert with-icon \">        \n                            <div class=\"alert-icon\">\n                    \n<svg class=\"icon\" focusable=\"false\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewbox=\"0 0 32 32\">\n    <title>Search<\/title>\n    <path d=\"M31.72,28.94l-9.62-9.66c-0.06,0-.09,0-0.09-0.06l-0.09-.06a1.54,1.54,0,0,0-.22-0.09,11.92,11.92,0,0,0,1.72-3.31A12.25,12.25,0,0,0,24,12,12,12,0,0,0,12,0,11.95,11.95,0,0,0,0,12a11.82,11.82,0,0,0,3.5,8.47A11.9,11.9,0,0,0,12,24a11.56,11.56,0,0,0,3.78-.62,11.85,11.85,0,0,0,3.31-1.69,0.12,0.12,0,0,0,0,.09l0.06,0.09a0.16,0.16,0,0,0,.06.09,0.11,0.11,0,0,1,0,.09L29,31.72a1.14,1.14,0,0,0,.72.28,1,1,0,0,0,.66-0.28l1.41-1.37A1.47,1.47,0,0,0,32,29.66a1.14,1.14,0,0,0-.31-0.72h0ZM12,4a8,8,0,0,1,8,8,7.88,7.88,0,0,1-2.31,5.66A8,8,0,0,1,12,20a7.85,7.85,0,0,1-5.66-2.34,7.92,7.92,0,0,1,0-11.31A7.85,7.85,0,0,1,12,4Z\" transform=\"translate(-0.03 0)\"\/>\n<\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Supporting Research<\/h3>                <ul>\n<li>Kasneci et al. (2023) Nature Machine Intelligence): Identify risks that LLM use in education may diminish critical thinking and problem-solving skills if used as a substitute rather than a support for learning.<\/li>\n<li>Mollick &amp; Mollick (2023\u20132024): Argue that generative AI can create \u201ccognitive offloading at scale,\u201d potentially reducing opportunities for deep learning if students rely on outputs uncritically.<\/li>\n<li>Baidoo-Anu &amp; Owusu Ansah (2023): Highlight that ChatGPT use may impede skill acquisition and original thinking when learners rely on AI-generated responses rather than engaging with material.<\/li>\n<\/ul>\n            <\/div>\n        <\/div> \n\n    <\/p>\n<p> \n\n                        <div class=\"alert alert alert-success with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\"   viewBox=\"0 0 24 24\" fill=\"none\" stroke=\"currentColor\" stroke-width=\"2\" stroke-linecap=\"round\" stroke-linejoin=\"round\" class=\"feather feather-chevron-right\"><polyline points=\"9 18 15 12 9 6\"><\/polyline><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Key Implication<\/h3>                <p>Learning design should ensure students actively perform the intellectual work, with AI used to support\u2014not replace\u2014core cognitive processes<\/p>\n            <\/div>\n        <\/div> \n\n    <\/p>\n<p>&nbsp;<\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-genai-academic-condsiderations-2\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> AI-generated output does not reliably evidence student understanding<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-genai-academic-condsiderations-2\"><p>AI-generated work cannot be assumed to reflect a student\u2019s own knowledge, reasoning, or achievement, undermining the validity of assessment. As a result, the submitted product alone is no longer a reliable indicator of learning.<\/p>\n<p> \n\n                        <div class=\"alert alert with-icon \">        \n                            <div class=\"alert-icon\">\n                    \n<svg class=\"icon\" focusable=\"false\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewbox=\"0 0 32 32\">\n    <title>Search<\/title>\n    <path d=\"M31.72,28.94l-9.62-9.66c-0.06,0-.09,0-0.09-0.06l-0.09-.06a1.54,1.54,0,0,0-.22-0.09,11.92,11.92,0,0,0,1.72-3.31A12.25,12.25,0,0,0,24,12,12,12,0,0,0,12,0,11.95,11.95,0,0,0,0,12a11.82,11.82,0,0,0,3.5,8.47A11.9,11.9,0,0,0,12,24a11.56,11.56,0,0,0,3.78-.62,11.85,11.85,0,0,0,3.31-1.69,0.12,0.12,0,0,0,0,.09l0.06,0.09a0.16,0.16,0,0,0,.06.09,0.11,0.11,0,0,1,0,.09L29,31.72a1.14,1.14,0,0,0,.72.28,1,1,0,0,0,.66-0.28l1.41-1.37A1.47,1.47,0,0,0,32,29.66a1.14,1.14,0,0,0-.31-0.72h0ZM12,4a8,8,0,0,1,8,8,7.88,7.88,0,0,1-2.31,5.66A8,8,0,0,1,12,20a7.85,7.85,0,0,1-5.66-2.34,7.92,7.92,0,0,1,0-11.31A7.85,7.85,0,0,1,12,4Z\" transform=\"translate(-0.03 0)\"\/>\n<\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Supporting Research<\/h3>                <ul>\n<li>QAA (2023): Emphasises that AI disrupts the relationship between student work and evidence of attainment, requiring reassessment of how learning is evidenced.<\/li>\n<li>Perkins, Roe &amp; MacVaugh (2024) Demonstrate that generative AI can produce assessment outputs that meet passing criteria without representing student understanding.<\/li>\n<li>Sullivan et al. (2023) Show that educators struggle to distinguish AI-generated from student work, raising concerns about authenticity and evidential validity.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n            <\/div>\n        <\/div> \n\n    <\/p>\n<p> \n\n                        <div class=\"alert alert alert-success with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\"   viewBox=\"0 0 24 24\" fill=\"none\" stroke=\"currentColor\" stroke-width=\"2\" stroke-linecap=\"round\" stroke-linejoin=\"round\" class=\"feather feather-chevron-right\"><polyline points=\"9 18 15 12 9 6\"><\/polyline><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Key Implication<\/h3>                <p><!-- [if !supportLists]--><span style=\"font-size: 10.5pt\">Assessment must move beyond final outputs to include process-based evidence, such as drafts, reflections, oral explanations, or in-class performance.<\/span><\/p>\n            <\/div>\n        <\/div> \n\n    <\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-genai-academic-condsiderations-3\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Uncritical use can undermine academic integrity and disciplinary standards<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-genai-academic-condsiderations-3\"><p>Uncritical use of generative AI risks undermining academic integrity, authorship norms, and discipline-specific ways of knowing. The issue extends beyond misconduct to the erosion of scholarly and professional standards.<\/p>\n<p> \n\n                        <div class=\"alert alert with-icon \">        \n                            <div class=\"alert-icon\">\n                    \n<svg class=\"icon\" focusable=\"false\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewbox=\"0 0 32 32\">\n    <title>Search<\/title>\n    <path d=\"M31.72,28.94l-9.62-9.66c-0.06,0-.09,0-0.09-0.06l-0.09-.06a1.54,1.54,0,0,0-.22-0.09,11.92,11.92,0,0,0,1.72-3.31A12.25,12.25,0,0,0,24,12,12,12,0,0,0,12,0,11.95,11.95,0,0,0,0,12a11.82,11.82,0,0,0,3.5,8.47A11.9,11.9,0,0,0,12,24a11.56,11.56,0,0,0,3.78-.62,11.85,11.85,0,0,0,3.31-1.69,0.12,0.12,0,0,0,0,.09l0.06,0.09a0.16,0.16,0,0,0,.06.09,0.11,0.11,0,0,1,0,.09L29,31.72a1.14,1.14,0,0,0,.72.28,1,1,0,0,0,.66-0.28l1.41-1.37A1.47,1.47,0,0,0,32,29.66a1.14,1.14,0,0,0-.31-0.72h0ZM12,4a8,8,0,0,1,8,8,7.88,7.88,0,0,1-2.31,5.66A8,8,0,0,1,12,20a7.85,7.85,0,0,1-5.66-2.34,7.92,7.92,0,0,1,0-11.31A7.85,7.85,0,0,1,12,4Z\" transform=\"translate(-0.03 0)\"\/>\n<\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Supporting Research<\/h3>                <ul>\n<li>QAA (2023) Warns that without clear guidance, AI use may undermine trust in academic awards and assessment integrity.<\/li>\n<li>Mollick (2024) Emphasises that AI should be treated as a tool requiring disclosure and critical interrogation, not an invisible author.<\/li>\n<\/ul>\n            <\/div>\n        <\/div> \n\n    <\/p>\n<p> \n\n                        <div class=\"alert alert alert-success with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\"   viewBox=\"0 0 24 24\" fill=\"none\" stroke=\"currentColor\" stroke-width=\"2\" stroke-linecap=\"round\" stroke-linejoin=\"round\" class=\"feather feather-chevron-right\"><polyline points=\"9 18 15 12 9 6\"><\/polyline><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Key Implication<\/h3>                <p>Students must be supported to use AI transparently, critically, and in ways aligned with disciplinary expectations.<\/p>\n            <\/div>\n        <\/div> \n\n    <\/p>\n<\/div> <\/div><\/div>\n \n\n                        <div class=\"alert alert alert-success with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg class=\"icon\"  xmlns=\"http:\/\/www.w3.org\/2000\/svg\" xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" viewBox=\"0 0 96 96\" shape-rendering=\"geometricPrecision\" text-rendering=\"geometricPrecision\"><g><path d=\"M48,20c1.1,0,2,.9,2,2s-.9,2-2,2-2-.9-2-2s.9-2,2-2ZM60,80c0-1.1-.9-2-2-2h-7v-50.8c.9-.5,1.7-1.3,2.2-2.2h19.2L66.8,54h4.1l4.4-22.8L80.9,54h4.1L77.7,25h1.3c1.7,0,3-1.3,3-3s-1.3-3-3-3h-25.8c-.5-.9-1.3-1.7-2.2-2.2v-5.8c0-1.7-1.3-3-3-3s-3,1.3-3,3v5.8c-.9.5-1.7,1.3-2.2,2.2L17,19c-1.7,0-3,1.3-3,3c0,1.4,1,2.7,2.4,2.9L10.7,54h4.1l4.4-22.8L24.9,54h4.1L21.7,25h21c.5.9,1.3,1.7,2.2,2.2v50.8h-7c-1.1,0-2,.9-2,2v2L24,82v6h48v-6h-12v-2Z\"\/><path d=\"M32,57h-24c0,3.3,5.4,6,12,6s12-2.7,12-6Z\"\/><path d=\"M64,57c0,3.3,5.4,6,12,6s12-2.7,12-6h-24Z\"\/><\/g><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Reflection<\/h3>                <div style=\"font-size: 16px;line-height: 20px\">Which aspects of learning in your discipline could be supported by GenAI, and where might reliance on AI limit deeper understanding or skill development?<\/div>\n            <\/div>\n        <\/div> \n\n    \n<p style=\"text-align: right;margin-top: 20px\"><a style=\"display: inline-block;padding: 8px 14px;background: #0066a1;color: white;text-decoration: none;border-radius: 4px;font-size: 0.9rem;font-weight: 600\" href=\"#top\"> \u2191 Back to top <\/a><\/p>\n<hr \/>\n<div id=\"teaching-practice\"><\/div>\n<h2>Using GenAI in Teaching Practice<\/h2>\n<p>When used thoughtfully, GenAI can support aspects of teaching preparation and student learning without replacing academic expertise or judgment.<\/p>\n<p><strong>Examples of constructive use<\/strong><\/p>\n<p>Staff may choose to use GenAI to:<\/p>\n<ul>\n<li>Generate varied explanations or examples for lectures;<\/li>\n<li>Produce practice questions or formative activities;<\/li>\n<li>Draft or refine marking criteria and rubrics;<\/li>\n<li>Create feedback prompts that support student revision;<\/li>\n<li>Offer alternative explanations or summaries to support accessibility.<\/li>\n<\/ul>\n<p><strong>Modelling responsible use<\/strong><\/p>\n<p>Good practice includes:<\/p>\n<ul>\n<li>Being open with students about how and why you use AI tools;<\/li>\n<li>Avoiding full automation of teaching, marking or feedback;<\/li>\n<li>Critically reviewing and editing all AI\u2011assisted outputs;<\/li>\n<li>Framing AI as a support for learning, not a substitute for thinking.<\/li>\n<\/ul>\n \n\n                        <div class=\"alert alert alert-info with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg class=\"icon\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 30 30\"><title>Globe<\/title><path d=\"M15,2a15,15,0,1,1,0,30A15,15,0,0,1,0,17,15,15,0,0,1,15,2ZM10.34,7.44L10,8a5.88,5.88,0,0,0-.31.63C9.53,9.06,9.31,9.53,9.16,10H14V4.16a2.78,2.78,0,0,0-.66.25,5,5,0,0,0-.69.41,6.52,6.52,0,0,0-1.22,1.09,10.24,10.24,0,0,0-1.09,1.53h0ZM16,10h4.84c-0.09-.22-0.16-0.47-0.25-0.69A12.87,12.87,0,0,0,20,8a5.49,5.49,0,0,1-.34-0.56,10.13,10.13,0,0,0-1.09-1.53,6.55,6.55,0,0,0-1.22-1.09,7.68,7.68,0,0,0-.66-0.41A3.67,3.67,0,0,0,16,4.16V10h0ZM5.81,7.81q-0.52.52-.94,1C4.59,9.22,4.28,9.63,4,10H7A15.68,15.68,0,0,1,8.09,7.44,11.33,11.33,0,0,1,9.41,5.28,11.54,11.54,0,0,0,7.5,6.38,10.52,10.52,0,0,0,5.81,7.81ZM23,10h3c-0.25-.37-0.56-0.78-0.84-1.16a13.7,13.7,0,0,0-.94-1A10.58,10.58,0,0,0,22.5,6.38a11.51,11.51,0,0,0-1.91-1.09,13.28,13.28,0,0,1,1.34,2.16A19,19,0,0,1,23,10h0ZM6.5,12H3a9,9,0,0,0-.62,2A10.61,10.61,0,0,0,2,16H6a14.66,14.66,0,0,1,.16-2.06c0.09-.66.19-1.31,0.31-1.94h0ZM14,12H8.56c-0.16.63-.25,1.31-0.34,2A10.67,10.67,0,0,0,8,16h6V12h0Zm2,0v4h6a14.19,14.19,0,0,0-.16-2c-0.12-.66-0.22-1.34-0.37-2H16Zm8,4h4a13.75,13.75,0,0,0-.31-2A11.21,11.21,0,0,0,27,12H23.5c0.13,0.63.22,1.28,0.31,1.94A14.51,14.51,0,0,1,24,16h0ZM3,22H6.5c-0.12-.62-0.22-1.28-0.31-1.94A14.51,14.51,0,0,1,6,18H2a10.6,10.6,0,0,0,.34,2A9,9,0,0,0,3,22H3Zm11-4H8a10.67,10.67,0,0,0,.19,2c0.09,0.66.19,1.34,0.34,2H14V18h0Zm2,4h5.44c0.16-.62.25-1.31,0.38-2A14.06,14.06,0,0,0,22,18H16v4Zm7.5,0H27a11.21,11.21,0,0,0,.66-2A13.9,13.9,0,0,0,28,18H24a14.66,14.66,0,0,1-.16,2.06c-0.09.66-.19,1.31-0.31,1.94h0ZM7,24H4c0.25,0.38.56,0.78,0.84,1.13a9.9,9.9,0,0,0,.94,1.06A10.58,10.58,0,0,0,7.5,27.63a11.51,11.51,0,0,0,1.91,1.09,11.33,11.33,0,0,1-1.31-2.16A15.79,15.79,0,0,1,7,24H7Zm2.12,0,0.28,0.69A7,7,0,0,0,10,26c0.09,0.22.22,0.41,0.31,0.59a9.78,9.78,0,0,0,1.09,1.5,6.78,6.78,0,0,0,1.22,1.13,3,3,0,0,0,.69.38,2,2,0,0,0,.66.28V24H9.16Zm10.5,2.56c0.09-.19.22-0.37,0.34-0.59s0.22-.41.31-0.62c0.19-.44.38-0.87,0.53-1.34H16v5.84a2.45,2.45,0,0,0,.69-0.28,3.51,3.51,0,0,0,.66-0.37,6.78,6.78,0,0,0,1.22-1.12,9.78,9.78,0,0,0,1.09-1.5h0Zm4.53-.37a10,10,0,0,0,.94-1.06c0.28-.34.59-0.75,0.84-1.12H23a19.07,19.07,0,0,1-1,2.56,13.28,13.28,0,0,1-1.34,2.16,11.54,11.54,0,0,0,1.91-1.09,10.52,10.52,0,0,0,1.69-1.44h0Z\" transform=\"translate(0 -2)\"><\/path><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Case Studies in GenAI Good Practice<\/h3>                <p>Staff are encouraged to explore and contribute examples of good practice to the <a href=\"https:\/\/padlet.com\/cardiff\/cardiff-genai-learning-teaching-community-glmswcg8a2fjbgow\">Cardiff GenAI Learning &amp; Teaching Community Padlet<\/a>.<\/p>\n            <\/div>\n        <\/div> \n\n    \n \n\n                        <div class=\"alert alert alert-error with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg class=\"icon\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" viewBox=\"0 0 196 148\" shape-rendering=\"geometricPrecision\" text-rendering=\"geometricPrecision\"><g clip-rule=\"evenodd\"><path d=\"M37.5,-0.5c44,0,88,0,132,0c.283.78913.783,1.455796,1.5,2c.667,44,.667,88,0,132-10.418.987-20.918,1.32-31.5,1c.167-26.669,0-53.3354-.5-80-31.035,30.868-61.8682,61.868-92.5,93-.6667,0-1.3333,0-2,0-6.6307-7.132-13.4641-14.132-20.5-21-.6667-.667-.6667-1.333,0-2C54.8333,93.6667,85.6667,62.8333,116.5,32c-26.6646-.5-53.3313-.6666-80-.5-.3091-10.7483.0242-21.415,1-32Z\" opacity=\"0.967\" clip-rule=\"evenodd\" fill=\"#fefffe\" fill-rule=\"evenodd\"\/><\/g><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Note<\/h3>                <p class=\"MsoNormal\" style=\"line-height: 15.0pt\"><span style=\"font-size: 10.5pt\"><strong>Staff should not upload student submissions or identifiable student work to external GenAI tools.<\/strong> <\/span><\/p>\n<p class=\"MsoNormal\" style=\"line-height: 15.0pt\"><span style=\"font-size: 10.5pt\">Where student work is used with GenAI, this should be limited to institutionally approved tools such as Microsoft Copilot, in line with Cardiff University data protection and information security guidance. GenAI can support staff in refining staff-authored feedback by improving clarity, tone, structure, accessibility and feedforward focus, but it should not generate feedback entirely on behalf of staff. Grades, standards and feedback decisions remain the responsibility of academic staff, and any AI-assisted wording must be reviewed, edited and contextualised before being shared with students.<\/span><\/p>\n            <\/div>\n        <\/div> \n\n    \n \n\n                        <div class=\"alert alert alert-success with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg class=\"icon\"  xmlns=\"http:\/\/www.w3.org\/2000\/svg\" xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" viewBox=\"0 0 96 96\" shape-rendering=\"geometricPrecision\" text-rendering=\"geometricPrecision\"><g><path d=\"M48,20c1.1,0,2,.9,2,2s-.9,2-2,2-2-.9-2-2s.9-2,2-2ZM60,80c0-1.1-.9-2-2-2h-7v-50.8c.9-.5,1.7-1.3,2.2-2.2h19.2L66.8,54h4.1l4.4-22.8L80.9,54h4.1L77.7,25h1.3c1.7,0,3-1.3,3-3s-1.3-3-3-3h-25.8c-.5-.9-1.3-1.7-2.2-2.2v-5.8c0-1.7-1.3-3-3-3s-3,1.3-3,3v5.8c-.9.5-1.7,1.3-2.2,2.2L17,19c-1.7,0-3,1.3-3,3c0,1.4,1,2.7,2.4,2.9L10.7,54h4.1l4.4-22.8L24.9,54h4.1L21.7,25h21c.5.9,1.3,1.7,2.2,2.2v50.8h-7c-1.1,0-2,.9-2,2v2L24,82v6h48v-6h-12v-2Z\"\/><path d=\"M32,57h-24c0,3.3,5.4,6,12,6s12-2.7,12-6Z\"\/><path d=\"M64,57c0,3.3,5.4,6,12,6s12-2.7,12-6h-24Z\"\/><\/g><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Reflection<\/h3>                <div style=\"font-size: 16px;line-height: 20px\">How might students currently observe responsible or irresponsible uses of AI within your teaching materials, activities or feedback practices?<\/div>\n            <\/div>\n        <\/div> \n\n    \n<p style=\"text-align: right;margin-top: 20px\"><a style=\"display: inline-block;padding: 8px 14px;background: #0066a1;color: white;text-decoration: none;border-radius: 4px;font-size: 0.9rem;font-weight: 600\" href=\"#top\"> \u2191 Back to top <\/a><\/p>\n<hr \/>\n<div id=\"assessment-design\"><\/div>\n<h2><strong>GenAI and Assessment Design<\/strong><\/h2>\n<p>GenAI has significant implications for assessment, particularly in open coursework contexts. Rather than attempting to make assessments \u201cAI\u2011proof\u201d, the focus should be on alignment with learning outcomes, authenticity and clarity.<\/p>\n<p>Effective assessment design asks:<\/p>\n<div style=\"display: flex;gap: 20px;align-items: stretch;flex-wrap: wrap;margin: 25px 0\">\n<p><!-- Card 1 --><\/p>\n<div style=\"flex: 1;min-width: 250px;background: #f5f9fc;border-left: 5px solid #0066a1;padding: 22px;border-radius: 4px\">\n<h3 style=\"margin-top: 0;color: #0066a1;font-size: 1.25rem\">What needs to be evidenced?<\/h3>\n<p style=\"margin-bottom: 0\">What knowledge, skills or judgement are students meant to demonstrate?<\/p>\n<\/div>\n<p><!-- Card 2 --><\/p>\n<div style=\"flex: 1;min-width: 250px;background: #f7fbf6;border-left: 5px solid #2f7d20;padding: 22px;border-radius: 4px\">\n<h3 style=\"margin-top: 0;color: #2f7d20;font-size: 1.25rem\">How will learning be shown?<\/h3>\n<p style=\"margin-bottom: 0\">How will students show this in a way that reflects disciplinary practice?<\/p>\n<\/div>\n<p><!-- Card 3 --><\/p>\n<div style=\"flex: 1;min-width: 250px;background: #f9f6fb;border-left: 5px solid #6b5478;padding: 22px;border-radius: 4px\">\n<h3 style=\"margin-top: 0;color: #6b5478;font-size: 1.25rem\">What role might GenAI play?<\/h3>\n<p style=\"margin-bottom: 0\">Where might GenAI meaningfully support learning, and where might it undermine it?<\/p>\n<\/div>\n<\/div>\n<h3><strong>Assessment Design Menu: GenAI considerations by assessment type<\/strong><\/h3>\n<p>Decisions about GenAI use are most effective when considered coherently at programme level, rather than independently for each module or assessment. Staff should begin by reviewing the learning outcomes that need to be assessed, then consider which assessment methods best enable students to evidence those outcomes, including how risks of misconduct or unethical AI use will be managed. The <a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/key-principles\/principle-5-assessment-as-learning\/assessment-compendium\/\" target=\"_blank\" rel=\"noopener\">Assessment Compendium<\/a> provides examples of common assessment types used at Cardiff and may help staff identify suitable methods and design features.<\/p>\n<p>For each assessment, staff are encouraged to consider:<\/p>\n<ul>\n<li>Which learning outcomes, knowledge, skills or judgement the assessment is intended to evidence;<\/li>\n<li>Which assessment methods or design features best enable those outcomes to be assessed;<\/li>\n<li>What risks to validity, integrity or equity need to be considered, including unethical or undeclared use of GenAI;<\/li>\n<li>How expectations about GenAI use, acknowledgement and evidence of learning will be communicated to students;<\/li>\n<li>Where GenAI is available or permitted, how the assessment will evidence learning beyond the polished final output.<\/li>\n<\/ul>\n<p>Where possible, expectations around GenAI use should be discussed and aligned at programme level. This helps students understand how different assessments develop complementary skills and why expectations may vary across modules, rather than encountering apparently inconsistent rules.<\/p>\n \n\n                        <div class=\"alert alert alert-success with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg class=\"icon\"  xmlns=\"http:\/\/www.w3.org\/2000\/svg\" xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" viewBox=\"0 0 96 96\" shape-rendering=\"geometricPrecision\" text-rendering=\"geometricPrecision\"><g><path d=\"M48,20c1.1,0,2,.9,2,2s-.9,2-2,2-2-.9-2-2s.9-2,2-2ZM60,80c0-1.1-.9-2-2-2h-7v-50.8c.9-.5,1.7-1.3,2.2-2.2h19.2L66.8,54h4.1l4.4-22.8L80.9,54h4.1L77.7,25h1.3c1.7,0,3-1.3,3-3s-1.3-3-3-3h-25.8c-.5-.9-1.3-1.7-2.2-2.2v-5.8c0-1.7-1.3-3-3-3s-3,1.3-3,3v5.8c-.9.5-1.7,1.3-2.2,2.2L17,19c-1.7,0-3,1.3-3,3c0,1.4,1,2.7,2.4,2.9L10.7,54h4.1l4.4-22.8L24.9,54h4.1L21.7,25h21c.5.9,1.3,1.7,2.2,2.2v50.8h-7c-1.1,0-2,.9-2,2v2L24,82v6h48v-6h-12v-2Z\"\/><path d=\"M32,57h-24c0,3.3,5.4,6,12,6s12-2.7,12-6Z\"\/><path d=\"M64,57c0,3.3,5.4,6,12,6s12-2.7,12-6h-24Z\"\/><\/g><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Reflection<\/h3>                <div style=\"font-size: 16px;line-height: 20px\">Which learning outcomes in your module require students to demonstrate independent knowledge, skills or judgement, and how is that evidence currently generated?<\/div>\n            <\/div>\n        <\/div> \n\n    \n<p style=\"text-align: right;margin-top: 20px\"><a style=\"display: inline-block;padding: 8px 14px;background: #0066a1;color: white;text-decoration: none;border-radius: 4px;font-size: 0.9rem;font-weight: 600\" href=\"#top\"> \u2191 Back to top <\/a><\/p>\n<hr \/>\n<div id=\"supporting-students\"><\/div>\n<h2><strong>Supporting Students in Their Use of GenAI<\/strong><\/h2>\n<p>Students are likely to use GenAI tools regardless of whether they are explicitly discussed. Clear, consistent guidance supports academic integrity, inclusion and digital capability development.<\/p>\n<h3><strong>Talking points for staff<\/strong><\/h3>\n<p>When discussing GenAI with students, consider:<\/p>\n<ul>\n<li>Explaining whether an assessment sits in a secure or open context, and why;<\/li>\n<li>Being explicit about what kinds of GenAI use are suitable\/recommended\/suggested for the task.<\/li>\n<li>Emphasising the importance of critical evaluation of AI output;<\/li>\n<li>Reinforcing that GenAI should support, not replace, learning and thinking.<\/li>\n<\/ul>\n<p>Where appropriate, expectations should be reflected in:<\/p>\n<ul>\n<li>Assessment briefs;<\/li>\n<li>Marking criteria;<\/li>\n<li>Worked examples or exemplars;<\/li>\n<li>Teaching and learning activities.<\/li>\n<\/ul>\n<p>In most cases, students should be encouraged to reference original sources rather than the AI tool itself. Expectations around acknowledgement should be proportionate and aligned with the purpose of the assessment.<\/p>\n<p><a href=\"https:\/\/intranet.cardiff.ac.uk\/students\/study\/skills-for-success\/digital-skills\/using-artificial-intelligence\">Student\u2011facing guidance on GenAI<\/a> use is available via the Cardiff intranet and should be signposted consistently.<\/p>\n \n\n                        <div class=\"alert alert alert-success with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg class=\"icon\"  xmlns=\"http:\/\/www.w3.org\/2000\/svg\" xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" viewBox=\"0 0 96 96\" shape-rendering=\"geometricPrecision\" text-rendering=\"geometricPrecision\"><g><path d=\"M48,20c1.1,0,2,.9,2,2s-.9,2-2,2-2-.9-2-2s.9-2,2-2ZM60,80c0-1.1-.9-2-2-2h-7v-50.8c.9-.5,1.7-1.3,2.2-2.2h19.2L66.8,54h4.1l4.4-22.8L80.9,54h4.1L77.7,25h1.3c1.7,0,3-1.3,3-3s-1.3-3-3-3h-25.8c-.5-.9-1.3-1.7-2.2-2.2v-5.8c0-1.7-1.3-3-3-3s-3,1.3-3,3v5.8c-.9.5-1.7,1.3-2.2,2.2L17,19c-1.7,0-3,1.3-3,3c0,1.4,1,2.7,2.4,2.9L10.7,54h4.1l4.4-22.8L24.9,54h4.1L21.7,25h21c.5.9,1.3,1.7,2.2,2.2v50.8h-7c-1.1,0-2,.9-2,2v2L24,82v6h48v-6h-12v-2Z\"\/><path d=\"M32,57h-24c0,3.3,5.4,6,12,6s12-2.7,12-6Z\"\/><path d=\"M64,57c0,3.3,5.4,6,12,6s12-2.7,12-6h-24Z\"\/><\/g><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Reflection<\/h3>                <div style=\"font-size: 16px;line-height: 20px\">Are students likely to understand what forms of GenAI use are appropriate for your assessments, and where might further clarification be helpful?<\/div>\n            <\/div>\n        <\/div> \n\n    \n<p style=\"text-align: right;margin-top: 20px\"><a style=\"display: inline-block;padding: 8px 14px;background: #0066a1;color: white;text-decoration: none;border-radius: 4px;font-size: 0.9rem;font-weight: 600\" href=\"#top\"> \u2191 Back to top <\/a><\/p>\n<hr \/>\n<div id=\"support\"><\/div>\n<h2><strong>Quick Reminders and Further Support<\/strong><\/h2>\n<h3><strong>Key points to remember<\/strong><\/h3>\n<div style=\"background: #f7fbf6;border-left: 5px solid #2f7d20;padding: 22px;border-radius: 4px;margin: 25px 0\">\n<ul style=\"padding-left: 0;margin: 0;line-height: 1.7\">\n<li style=\"display: flex;gap: 10px;margin-bottom: 10px\"><span style=\"color: #2f7d20;font-weight: bold\">\u2714<\/span>Avoid negative or punitive language around AI; fear reduces transparency.<\/li>\n<li style=\"display: flex;gap: 10px;margin-bottom: 10px\"><span style=\"color: #2f7d20;font-weight: bold\">\u2714<\/span>Be explicit with students about expectations and rationale.<\/li>\n<li style=\"display: flex;gap: 10px;margin-bottom: 10px\"><span style=\"color: #2f7d20;font-weight: bold\">\u2714<\/span>Design assessments around learning outcomes, not tool avoidance.<\/li>\n<li style=\"display: flex;gap: 10px;margin-bottom: 10px\"><span style=\"color: #2f7d20;font-weight: bold\">\u2714<\/span>Encourage critical engagement with AI rather than prohibition.<\/li>\n<li style=\"display: flex;gap: 10px;margin-bottom: 0\"><span style=\"color: #2f7d20;font-weight: bold\">\u2714<\/span>Revisit and refine approaches over time based on student experiences and further technological advancements.<\/li>\n<\/ul>\n<\/div>\n<p>If you are unsure how GenAI intersects with your assessment or teaching context, the Learning and Teaching Academy (<a href=\"mailto:LTACademy@cardiff.ac.uk\">LTAcademy@cardiff.ac.uk<\/a>) can support you with programme-level conversations, assessment design, and digital education advice.<\/p>\n \n\n                        <div class=\"alert alert alert-success with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg class=\"icon\"  xmlns=\"http:\/\/www.w3.org\/2000\/svg\" xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" viewBox=\"0 0 96 96\" shape-rendering=\"geometricPrecision\" text-rendering=\"geometricPrecision\"><g><path d=\"M48,20c1.1,0,2,.9,2,2s-.9,2-2,2-2-.9-2-2s.9-2,2-2ZM60,80c0-1.1-.9-2-2-2h-7v-50.8c.9-.5,1.7-1.3,2.2-2.2h19.2L66.8,54h4.1l4.4-22.8L80.9,54h4.1L77.7,25h1.3c1.7,0,3-1.3,3-3s-1.3-3-3-3h-25.8c-.5-.9-1.3-1.7-2.2-2.2v-5.8c0-1.7-1.3-3-3-3s-3,1.3-3,3v5.8c-.9.5-1.7,1.3-2.2,2.2L17,19c-1.7,0-3,1.3-3,3c0,1.4,1,2.7,2.4,2.9L10.7,54h4.1l4.4-22.8L24.9,54h4.1L21.7,25h21c.5.9,1.3,1.7,2.2,2.2v50.8h-7c-1.1,0-2,.9-2,2v2L24,82v6h48v-6h-12v-2Z\"\/><path d=\"M32,57h-24c0,3.3,5.4,6,12,6s12-2.7,12-6Z\"\/><path d=\"M64,57c0,3.3,5.4,6,12,6s12-2.7,12-6h-24Z\"\/><\/g><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Reflection<\/h3>                <div style=\"font-size: 16px;line-height: 20px\">What is one change you could make to your teaching or assessment practice this year that would improve transparency around GenAI?<\/div>\n            <\/div>\n        <\/div> \n\n    \n<h3>Where Next?<\/h3>\n<div class=\"accordion accordion-accessible\"><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-where-next-genai-1\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Cardiff GenAI Learning & Teaching Community<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-where-next-genai-1\"><p>Staff are encouraged to explore and contribute examples of good practice to the\u00a0<a href=\"https:\/\/padlet.com\/cardiff\/cardiff-genai-learning-teaching-community-glmswcg8a2fjbgow\">Cardiff GenAI Learning &amp; Teaching Community Padlet<\/a>.<\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-where-next-genai-2\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Cardiff University Guidance<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-where-next-genai-2\"><ul>\n<li><a href=\"https:\/\/intranet.cardiff.ac.uk\/staff\/supporting-your-work\/teach-and-support-students\/teach-and-assess-students\/artificial-intelligence-ai-in-education\/current-guidance-on-artificial-intelligence\" target=\"_blank\" rel=\"noopener\">Cardiff University institutional AI guidance<\/a>.<\/li>\n<li><a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/key-principles\/principle-5-assessment-as-learning\/assessment-compendium\/\" target=\"_blank\" rel=\"noopener\">Assessment Compendium<\/a>.<\/li>\n<\/ul>\n<p>You can also explore the relevant asynchronous course available through the <a href=\"https:\/\/learningcentral.cf.ac.uk\/ultra\/organizations\/_436121_1\/outline\">LTA CPD Learning Central<\/a> page.<\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-where-next-genai-3\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Recommended Courses<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-where-next-genai-3\"><p>FutureLearn: Kings College London, <a href=\"https:\/\/www.futurelearn.com\/courses\/ai-in-education\" target=\"_blank\" rel=\"noopener\">AI in Education<\/a>.<\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-where-next-genai-4\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Additional References<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-where-next-genai-4\"><p>Baidoo-Anu, D. &amp; Owusu Ansah, L. (2023) \u2018Education in the era of generative AI\u2019, <em>Education and Information Technologies<\/em>.<\/p>\n<p><span class=\"TextRun SCXW113370780 BCX8\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"auto\"><span class=\"NormalTextRun SCXW113370780 BCX8\">Bridgeman, A., Liu, D. and Weeks, R. (2024) \u2018Program level assessment design and the two-lane approach\u2019,\u00a0<\/span><\/span><span class=\"TextRun SCXW113370780 BCX8\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"auto\"><span class=\"NormalTextRun SpellingErrorV2Themed SCXW113370780 BCX8\">Teaching@Sydney<\/span><\/span><span class=\"TextRun SCXW113370780 BCX8\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"auto\"><span class=\"NormalTextRun SCXW113370780 BCX8\">, 12 September. Available at:\u00a0<\/span><\/span><a class=\"Hyperlink SCXW113370780 BCX8\" href=\"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/program-level-assessment-two-lane\/\" target=\"_blank\" rel=\"noreferrer noopener\"><span class=\"TextRun Underlined SCXW113370780 BCX8\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"none\"><span class=\"NormalTextRun SCXW113370780 BCX8\" data-ccp-charstyle=\"Hyperlink\">https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/program-level-assessment-two-lane\/<\/span><\/span><\/a><span class=\"TextRun SCXW113370780 BCX8\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"auto\"><span class=\"NormalTextRun SCXW113370780 BCX8\">\u00a0(Accessed: 11 August 2026).<\/span><\/span><span class=\"EOP Selected SCXW113370780 BCX8\" data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:300}\">\u00a0<\/span><\/p>\n<p>Kasneci, E. et al. (2023) \u2018ChatGPT for good? On opportunities and challenges of LLMs for education\u2019, Nature Machine Intelligence.<\/p>\n<p>Mollick, E. (2024) Co-Intelligence: Living and Working with AI.<\/p>\n<p>Perkins, M., Roe, J. &amp; MacVaugh, J. (2024) \u2018Generative AI and assessment validity in higher education\u2019.<\/p>\n<p>QAA (2023) Maintaining quality and standards in the ChatGPT era: QAA advice on the opportunities and challenges posed by Generative Artificial Intelligence, <a href=\"https:\/\/www.qaa.ac.uk\/docs\/qaa\/members\/maintaining-quality-and-standards-in-the-chatgpt-era.pdf?sfvrsn=2408aa81_10\">Maintaining quality and standards in the ChatGPT era: QAA advice on the opportunities and challenges posed by Generative Artificial Intelligence<\/a><\/p>\n<p>Sullivan, M. et al. (2023) \u2018ChatGPT in higher education: Considerations for assessment\u2019, Assessment &amp; Evaluation in HE.<\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-where-next-genai-5\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Futher resources - Template<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-where-next-genai-5\"><p><span data-contrast=\"auto\">This<\/span><a href=\"https:\/\/cf.sharepoint.com\/:w:\/t\/EdDevToolkitRedraft2026\/IQDFBWmedWfwSprMgEWtn3V4AaJIYE8uEIa4C3IzVJsTSog?e=7pR9c0\"><span data-contrast=\"none\">\u00a0template\u00a0<\/span><\/a><span data-contrast=\"auto\">has been designed to support programme teams in making these decisions in a consistent,\u00a0transparent\u00a0and pedagogically grounded way.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:276}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">Rather than beginning with the question of whether GenAI should be\u00a0permitted\u00a0or prohibited, the template encourages teams to first consider:<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:276}\">\u00a0<\/span><\/p>\n<ul>\n<li aria-setsize=\"-1\" data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"4\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"1\" data-aria-level=\"1\"><span data-contrast=\"auto\">What knowledge, skills,\u00a0understanding\u00a0or judgement the assessment is intended to\u00a0evidence.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:276,&quot;469777462&quot;:[0,720],&quot;469777927&quot;:[0,0],&quot;469777928&quot;:[1,1]}\">\u00a0<\/span><\/li>\n<\/ul>\n<ul>\n<li aria-setsize=\"-1\" data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"4\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"auto\">Which aspects of learning students must\u00a0demonstrate\u00a0independently.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:276,&quot;469777462&quot;:[0,720],&quot;469777927&quot;:[0,0],&quot;469777928&quot;:[1,1]}\">\u00a0<\/span><\/li>\n<\/ul>\n<ul>\n<li aria-setsize=\"-1\" data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"4\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"3\" data-aria-level=\"1\"><span data-contrast=\"auto\">What evidence is needed to support valid assessment of those outcomes.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:276,&quot;469777462&quot;:[0,720],&quot;469777927&quot;:[0,0],&quot;469777928&quot;:[1,1]}\">\u00a0<\/span><\/li>\n<\/ul>\n<ul>\n<li aria-setsize=\"-1\" data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"4\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"4\" data-aria-level=\"1\"><span data-contrast=\"auto\">Where GenAI may enhance learning without compromising assessment validity.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:276,&quot;469777462&quot;:[0,720],&quot;469777927&quot;:[0,0],&quot;469777928&quot;:[1,1]}\">\u00a0<\/span><\/li>\n<\/ul>\n<ul>\n<li aria-setsize=\"-1\" data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"4\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"5\" data-aria-level=\"1\"><span data-contrast=\"auto\">Where limits on GenAI use may be\u00a0required\u00a0to protect authenticity,\u00a0fairness\u00a0or professional standards.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:276,&quot;469777462&quot;:[0,720],&quot;469777927&quot;:[0,0],&quot;469777928&quot;:[1,1]}\">\u00a0<\/span><\/li>\n<\/ul>\n<p><span data-contrast=\"auto\">Having\u00a0identified\u00a0the intended learning outcomes and evidence requirements, the template then supports consideration of GenAI use at\u00a0different stages\u00a0of the assessment process, such as topic exploration, reading, drafting, analysis, problem-solving, artefact\u00a0creation\u00a0and reflection. This enables teams to\u00a0identify\u00a0where AI use may be beneficial, where it may introduce risks, and what guidance students\u00a0require.\u00a0<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:276}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">By working through the prompts, programme teams can evaluate:<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:276}\">\u00a0<\/span><\/p>\n<ul>\n<li aria-setsize=\"-1\" data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"5\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"1\" data-aria-level=\"1\"><span data-contrast=\"auto\">What the assessment is trying to measure, and which capabilities students must\u00a0demonstrate\u00a0independently.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:276,&quot;469777462&quot;:[0,720],&quot;469777927&quot;:[0,0],&quot;469777928&quot;:[1,1]}\">\u00a0<\/span><\/li>\n<\/ul>\n<ul>\n<li aria-setsize=\"-1\" data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"5\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"auto\">Where AI could be integrated productively to support learning.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:276,&quot;469777462&quot;:[0,720],&quot;469777927&quot;:[0,0],&quot;469777928&quot;:[1,1]}\">\u00a0<\/span><\/li>\n<\/ul>\n<ul>\n<li aria-setsize=\"-1\" data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"5\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"3\" data-aria-level=\"1\"><span data-contrast=\"auto\">Where AI use should be limited or restricted.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:276,&quot;469777462&quot;:[0,720],&quot;469777927&quot;:[0,0],&quot;469777928&quot;:[1,1]}\">\u00a0<\/span><\/li>\n<\/ul>\n<ul>\n<li aria-setsize=\"-1\" data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"5\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"4\" data-aria-level=\"1\"><span data-contrast=\"auto\">What guidance and support students will\u00a0require.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:276,&quot;469777462&quot;:[0,720],&quot;469777927&quot;:[0,0],&quot;469777928&quot;:[1,1]}\">\u00a0<\/span><\/li>\n<\/ul>\n<ul>\n<li aria-setsize=\"-1\" data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"5\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"5\" data-aria-level=\"1\"><span data-contrast=\"auto\">What evidence, documentation or reflection may be needed where AI use is\u00a0permitted.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:276,&quot;469777462&quot;:[0,720],&quot;469777927&quot;:[0,0],&quot;469777928&quot;:[1,1]}\">\u00a0<\/span><\/li>\n<\/ul>\n<ul>\n<li aria-setsize=\"-1\" data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"5\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"6\" data-aria-level=\"1\"><span data-contrast=\"auto\">How decisions align across modules to support coherence at programme level.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:276,&quot;469777462&quot;:[0,720],&quot;469777927&quot;:[0,0],&quot;469777928&quot;:[1,1]}\">\u00a0<\/span><\/li>\n<\/ul>\n<p><span data-contrast=\"auto\">The template may also support the development of assessment briefs, marking criteria and student guidance relating to GenAI use.\u00a0<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:276}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">The aim is not to produce a single correct answer, but to prompt informed discussion and reflection. By making assessment and GenAI decisions explicit, programme teams can support responsible student use of AI,\u00a0maintain\u00a0academic integrity, and design assessments that\u00a0remain\u00a0authentic,\u00a0trustworthy\u00a0and aligned with disciplinary and professional practice<\/span><\/p>\n<\/div> <\/div><\/div>\n<p style=\"text-align: right;margin-top: 20px\"><a style=\"display: inline-block;padding: 8px 14px;background: #0066a1;color: white;text-decoration: none;border-radius: 4px;font-size: 0.9rem;font-weight: 600\" href=\"#top\">\u2191 Back to top <\/a><\/p>\n<hr \/>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"What this page is for: Light-touch, practical guidance for Cardiff University staff on how GenAI can be approached within teaching, learning and assessment \u2013 particularly when designing or reviewing assessments. [&hellip;]","protected":false},"author":9706,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"categories":[],"tags":[],"class_list":["post-9446","page","type-page","status-publish","hentry"],"meta_box":{"cu_accordion":"","cu_alert":"","cu_tabs":"","cu_quote":""},"_links":{"self":[{"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages\/9446","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/users\/9706"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/comments?post=9446"}],"version-history":[{"count":66,"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages\/9446\/revisions"}],"predecessor-version":[{"id":11517,"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages\/9446\/revisions\/11517"}],"wp:attachment":[{"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/media?parent=9446"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/categories?post=9446"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/tags?post=9446"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}