Generative AI will impact the evaluation of many courses.

To get started, you may consider:

  • What will be the difference between a student using generative AI and one that doesn’t?

  • Consider to which degree generative AI is (or will be) part of your course in teaching and assignments during the course.

  • Do you allow students to use generative AI in similar ways at the evaluation (exam or project hand-in)?

    • If NOT, how do you then train the students to the evaluation/exam situation? Do you need e.g. to pen and paper assignements also?

    • If you DO, but the use of generative AI needs to be limited, how will you ensure or check that students cannot use generative AI when not intended?

      • Do you need a pen-and-paper only exam (unfortunately a strongly limited environment that would prevent students from running e.g. a large language model on their own computer is not currently available)

      • If not planning for a closed-book exam, what will the students be able to bring themselves (books, notes, …)? Will students then have to buy books, or print out material in advance, instead of relying on electronic books?

      • Should some material alternatively be made available in print to the students, if they are limited in access to electronic resources? This could be e.g., a compendium or “cheat-sheet”.

      • Should the evaluation be divided into multiple parts, where some parts allow the use of generative AI and others don’t; this could be in the form of project work that allows for use of generative AI and e.g. a multiple choice exam without access to generative AI tools

  • If students are allowed to use generative AI more broadly for preparing the evaluation material (project report) or exam:

    • Can students be treated equally or would e.g. students with company-paid access to more advanced language model be able to get better grades at the exam

    • How will your evaluation criteria shift? Perhaps more emphasis needs to be placed on the process rather than results obtained.

    • How should your students be trained in documenting the use of generative AI (citing properly)? Perhaps DTU Library (2024). Referencing when using generative AI. could serve as a starting point

    • You may also want to review the Critical Thinking checklist when considering your evaluation criteria.

  • Also, consider how this will impact the learning objectives of the course.

References

You may also consider having a look at the following:

Evangelista [1] does a review of current literature and “examines the impact of ChatGPT on academic integrity in [Higher Education Institutions], focusing on exam design, assessment strategies, AI detection tools, and policy frameworks.”

Williams [2] “examines the opportunities and challenges of integrating AI into coursework assessments

Bannister et al. [3] suggests a “tool designed to assess the susceptibility of higher education assessments to the undeclared use of generative artificial intelligence” which “provides educators with a structured framework to critically evaluate the validity of their assessments across key criteria, including collaborative authorship, intellectual task complexity, and the opportunity for creativity.”

[1] Evangelista, E. D. L. (2025). Ensuring academic integrity in the age of ChatGPT: Rethinking exam design, assessment strategies, and ethical AI policies in higher education. Contemporary Educational Technology, 17(1), ep559.

[2] Williams, A. (2025). Integrating Artificial Intelligence Into Higher Education Assessment. Intersection: A Journal at the Intersection of Assessment and Learning, 6(1).

[3] Bannister, P., Urbieta, A. S., & Alvira, N. B. Appraising higher education assessment validity: Development of the PANDORA GenAI Susceptibility Rubric. Journal of Applied Learning and Teaching, 8(1).