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Academic Integrity
Staff and students are reminded that the HKU regulations and policies regarding plagiarism and academic mis-conduct supersede all other regulations, where there is a conflict, these regulations and policies take precedence. ANY misuse of AI or misrepresentation of AI work as one’s own independent creative work violates the HKU regulations as well as generally accepted principles of community, integrity and honor. Violations will be referred to the university disciplinary committee. Staff are reminded to draw students’ attention to this. With the advent of more sophisticated AI tools, it is essential that staff clearly explain to students the purpose of each assignment and/or assessment, and how this purpose has influenced their decisions about the extent to which use of AI is allowed/restricted.
University-wide Core Principles for Using AI in Teaching and Assessment
The university embraces and encourages the use of AI in teaching and learning as one in a palette of technologies. It is recommended that teachers recognize AI as a widely used Ed-tech tool and take time to understand its potential to complement traditional teaching methods Respecting individual teaching approaches, instructors can decide how they wish to integrate AI in their academic practice; nonetheless, the core principles below provide guidance on current “best use”.
Transparency
It is essential that students feel fairly treated; and, transparency in the use of AI is an essential part of this. Transparency is about what information must be disclosed. Teachers must be very clear in their guidance to students as to what is acceptable use of AI within the activities of their course and specifically on their assignments intended for assessment. Part of the instructor’s guidance may be to require students to include details on how they have made use of AI when completing a task, but augment that with open dialogue and solicit feedback to help discover the nuances in regulating this new technology. A section in the course syllabus defining allowed and intended uses would provide easy access to such information1. In addition, teachers should consider providing students with general guidance relating to the whole course and/or specific guidance relating to specific assignments and/or assessments, as an ongoing discussion. Teachers using AI for grading or giving feedback, should clearly communicate to students the purpose and benefits.Responsible Use
Transparency about AI use intrinsically comprises critical information for students to understand and chose responsible use of AI. Responsible use of AI focuses on promoting ethical habits (ongoing dialogue, discussion, feedback culture).Even before students confront the risk factors and limitations in using AI in a disciplinary context, the goal is to create a culture of sound understanding, fair use, and responsible personal conduct.
Teachers bear a responsibility to help students understand when and how AI can support their learning and when and how it can undermine learning; students bear a responsibility to uphold an honorable and trustworthy code of conduct as scholars. Working together, our “best practice” culture in the use of AI tools will evolve in a fair and productive way.
AI and Assessment
“AI and Assessment” includes use by the student to produce materials for assessment as well as use by teachers to evaluate materials produced by the student (independent of how that material was produced). Communication of intent and expectation is paramount. When providing guidance for use of AI in an assignment/assessment, teachers need to consider carefully the course learning outcome(s) intended to be enhanced by a particular assignment.
Fundamentally, if an assignment is focusing on specific personal skills to be developed by the student, then the use of AI in a way that obviates the development of those skills would be inappropriate. For example, if the purpose of an assignment is to present an argument for or against a statement reasoned by the student from a set of facts on hand, then the use of AI to summarize and prioritize those facts would obviate the student’s need to acquire that cognitive skill and would not be appropriate. Once having demonstrated the desired cognitive skill, a future project focused on a more complex problem or requiring greater efficiency in document processing might well encourage the use of AI as a way to demonstrate the student’s proficiency in the use of AI for the prescribed function. Shifting one’s priorities and tools is a mark of good scholar and problem solver. Teachers must be free to mentor such development of scholars and not restricted to policing of regulations; therefor teachers are encouraged to focus on process rather than outcome to achieve the optimal effect. For particular examples, please see the ‘Off-the Shelf’ section.
Students should be supported in compatible responsible use of AI as part of their learning process. This discussion of an emphasis on process applies also to the use of AI by teachers to assess material produced by the student.
If AI is being used simply to obviate work by the teacher one must conclude that it is misuse; however, streamlining the process, providing different commentary perspective or allowing for additional feedback and advice are all good uses if AI in assessment. Teachers are encouraged to engage and discuss this process with students so that they understand the benefits and so their trust in the fairness of the system remains strong.
Checklists for the Use of AI Tools
For each assignment/assessment, teachers may find it helpful to use a check list, indicating what kind of AI tools is appropriate.