Teaching and Assessment in the Age of AI

Generative AI has become a regular part of higher education and professional practice. Rather than asking whether students will use AI, instructors are increasingly considering when its use supports learning, when it may interfere with learning objectives, and how to communicate clear expectations. This guide offers strategies for course design, assessment, and classroom policies to help instructors navigate teaching in an AI-rich environment.

Start with Your Learning Outcomes

Generative AI provides an opportunity to revisit how student learning is assessed. Instead of asking, "How do I prevent students from using AI?" consider asking:

• What evidence of learning am I trying to collect?
• Does this assessment still provide that evidence?
• Where might AI appropriately support learning, and where should students demonstrate independent work?

There is no single correct approach. Depending on your learning outcomes, you may choose to redesign written assignments, rely more heavily on quizzes or exams, incorporate AI into the learning process, or use a combination of approaches.

Design Assessments that Reveal Student Thinking

Rather than redesigning courses to keep AI out, consider designing assessments that make student thinking more visible.

Strategies that often provide richer evidence of learning include:

• Frequent, low-stakes knowledge checks throughout the semester
• Reflection assignments that connect course concepts to personal or disciplinary experiences
• Application activities that require students to use course-specific data, case studies, or examples
• Small-group discussions and peer review activities
• Multi-stage assignments with drafts, revisions, or checkpoints

These approaches reduce the pressure on high-stakes assessments while giving instructors multiple opportunities to understand what students know and how their thinking develops over time.

Discussion platforms such as Harmonize can also support structured peer interaction and reflection while providing instructors with additional insight into student learning.

Establish a Clear AI Policy

Students should understand your expectations before completing any assignment.

Your syllabus and assignment instructions should clearly communicate:

• Whether AI tools are prohibited, permitted, or encouraged. This may be different from assignment to assignment.
• Which types of AI use are acceptable
• Whether students should disclose or cite AI assistance
• What constitutes inappropriate use for your course

For more guidance and sample language for developing course policies on generative AI, see our guide on Syllabus and Policies for Generative AI.

Incorporating AI into Learning

When aligned with course goals, generative AI can support learning rather than replace it.

Faculty and students may use AI to:

• Brainstorm ideas or research questions
• Explain difficult concepts from multiple perspectives
• Generate practice questions or study materials
• Critique or compare arguments
• Improve organization and clarity in early drafts
• Explore alternative approaches to solving problems

Like any educational resource, AI outputs should be reviewed critically. Students should verify factual claims, citations, and scientific information rather than accepting AI-generated responses at face value.

Academic Integrity

Unauthorized use of generative AI may constitute academic misconduct when it conflicts with the expectations established for a course or assignment.

Rather than relying on AI detection tools, consider designing assessments that clearly align with your learning outcomes and communicating expectations for AI use before students begin their work.

For guidance on academic integrity, see our guide on Recognizing and Responding to Suspected AI Use.

Consultation

Every course presents different opportunities and challenges for incorporating generative AI. If you are considering changes to your assessments or AI policy, the Teaching and Learning Center is happy to help you think through options that align with your learning outcomes and disciplinary context.

Additional Resources

• Office of the University Provost: Teaching and learning with generative AI
• Office of the University Provost: Generative AI Recommended Resources
• Office of the University Provost: Generative AI FAQs