This page gathers the advice and related resources that QAA has produced to support our members in engaging with generative AI while securing academic standards.
Publications
Advice and commentary
- QAA's Quality Compass publication from February 2024 discusses the impact of Generative Artificial Intelligence on the UK's higher education sector and how to address the challenges it poses.
- This paper on Maintaining quality and standards in the ChatGPT era sets out advice to universities and colleges on how to manage the rapidly increasing use of Generative AI tools in higher education - and the principles are also applicable in further education.
- This paper on Reconsidering assessment for the ChatGPT era develops a theme introduced in the advice on Maintaining quality and standards in the ChatGPT era. It sets out QAA’s advice for providers on how to approach the assessment of students in a world where students have access to Generative AI tools.
- This briefing note on How to approach ChatGPT outlines the potential implications for academic standards, as well as suggesting a selection of practices providers can adopt to support academic integrity.
- In March 2023, QAA’s Academic Integrity Network met to discuss Generative AI tools in higher education, share approaches and confirm next steps for QAA’s activity on the topic. We published a summary of the meeting.
- In September 2023, we published a response to DfE consultation on generative artificial intelligence in education.
Publications
Related resources
- Section 4, Education and Support, of our Contracting to Cheat in Higher Education report is particularly useful for staff looking to renew their efforts in promoting academic integrity to students
in light of artificial intelligence developments.
- Our Hallmarks of Success playbook on Assessment in Digital and Blended Pedagogy supports staff involved in curriculum design to consider and implement key factors that underpin success in digital and hybrid learning environments. It provides useful prompts that quality staff can use when considering how they redesign assessment in light of ChatGPT.
- Section 2 of our Assessment Reflection and Planning Resource Collection covers how to design and embed authentic assessment. It contains recommended resources and courses, and reflective question prompts that practitioners can when redesigning assessment.
Blogs
- QAA's Eve Alcock, Ailsa Crum and Nick Watmough consider how higher education might gear up to prepare graduates for a new kind of labour market
- QAA’s Director of Public Affairs, Eve Alcock, writes for HEPI on What ChatGPT means for the sector.
Projects
- A QAA Collaborative Enhancement Project on The improvement of student learning by linking inclusion/accessibility and academic integrity aimed to engage students inclusively in learning and developing academic integrity skills. It was led by Oxford Brookes, in partnership University of Southampton, Bloomsbury Institute and University of Westminster.
Webinars
ChatGPT: To ban or not to ban?
This QAA webinar considered whether it is possible to detect the use of ChatGPT in assessments? Is it right to punish students for using it or should we be trusting them? And is banning ChatGPT as futile as banning Google? A summary of this event is available.
ChatGPT: How do I use it as a force for good?
This QAA webinar looked at how it’s right to address the threat ChatGPT poses to academic integrity, but that it’s also an amazing new tool. How can ChatGPT support and facilitate deeper learning? How can it make teaching easier? This panel explored the opportunities ChatGPT presents the sector, from admin, to teaching, to learning. Dr Browwyn Eager published a blog post summarising the key issues shared at the event.
ChatGPT: What should assessment look like now?
This QAA webinar explored how to design assessments considering the use of ChatGPT by students. It looked to unearth the true meaning of authentic assessment and give attendees real life examples of assessment design that account for ChatGPT but still offer an accurate way to assess what a student has learned.