University of Reading

Condiciones y excepciones

Category 3 critical-review alternative preserved; labels can be replaced by specific task instructions.

The three assessment categories To help you know when you are, and are not, allowed to use GenAI in your assessments the University has devised a category for assessments which will be incorporated into your assignment briefs: Category 1: Independent work What this means for you: You must demonstrate your own knowledge and skills without GenAI assistance. Typical assessment formats: Usually any assessment you do in-person, where its invigilated / supervised e.g. exams, vivas, practical lab tests Category 2: AI-supported What this means for you: It is completely your choice whether you use GenAI to support completion of your assessment. For example you could use GenAI to brainstorm, plan or refine, but the final submission must be in your own words and GenAI use is not assessed. Typical assessment formats: Usually any assessment you do on your own (i.e. coursework) - essays, reports, design projects. Category 3: AI-integrated What this means for you: Demonstrating AI literacy is part of the grade. You can choose either: Active use – create your own prompts, iterate, and explain why you accepted or rejected the tool’s responses, or Critical review – if you prefer not to generate content on moral / ethical grounds, you may work with GenAI outputs that are already publicly available and focus on analysing their reliability, bias, and fitness for purpose. Typical assessment formats: Same as Category 2 (e.g., reports, reflections, presentations, code notebooks), but with an added criterion that evaluates how well you use or critique GenAI and articulate its limitations, risks, and value.Purposeful GenAI use is required and assessed (e.g. quality of prompts, critical evaluation of outputs). If the assignment brief says nothing about GenAI, assume its Category 1. If anything is unclear or conflicting in your assignment brief, ask your lecturer before you start the assignment. Lecturers might describe how and where you may use a tool instead of naming a category. When in doubt, map their description onto the categories above - or ask them for clarification.

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SHA-256: 89c1f3a7fb3123aeabd8b76e66beb4b93c6fe2d060daad62985c918f1daa4729

Remember to include a GenAI use statement at the end of your work or on the coversheet. Writing your GenAI use statement Place a short note at the end of your work or on the coversheet. For example: "I used ChatGPT 4o (https://chat.openai.com/) to brainstorm an outline and to suggest clearer wording for two sentences in Section 2. No AI‑generated text is presented as my own work." Responsible GenAI use Some do's and don'ts for using GenAI responsibly in your studies: Do Don't - Double‑check facts and references - Keep screenshots or files of your prompts & AI outputs - Paraphrase and add your own analysis - Add a GenAI Use Statement - Copy‑paste large chunks unedited - Rely on AI‑generated references (“hallucinations”) - Enter personal or sensitive data - Hide or downplay your GenAI use

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SHA-256: 89c1f3a7fb3123aeabd8b76e66beb4b93c6fe2d060daad62985c918f1daa4729

Condiciones y excepciones

Supported/permitted-unsupported/prohibited service categories are not the assessment categories.

Which GenAI tools can I use at university? Supported: Digital Technology Services (DTS) can only provide technical help for Microsoft 365 Copilot Chat - this is freely available, and uses the same AI model as ChatGPT. Permitted but unsupported: You may use other GenAI tools, such as OpenAI ChatGPT, Google Gemini etc, and similar services - but DTS can’t offer any troubleshooting for them. Not permitted: DeepSeek is blocked and must not be used on University devices or networks.

Recopilado: 2026-10-09 · 29–32
SHA-256: 89c1f3a7fb3123aeabd8b76e66beb4b93c6fe2d060daad62985c918f1daa4729

Condiciones y excepciones

2023 annex current applicability not independently certified.

This page is regularly updated. Please revisit this page when seeking advice and avoid making local copies that may become out of date. Our position The University's current position is set out in Preparing Students for an AI-Enabled World: University Policy Statement on Artificial Intelligence in Teaching, Learning and Assessment, approved by the University Board for Teaching, Learning and Student Experience (UBTLSE) in August 2026. The statement is guided by the principle People first. AI second. AI may support learning, creativity and achievement, but it should not replace disciplinary knowledge, critical thinking, human judgement, originality, communication or collaboration. The University's approach is neither to promote AI uncritically nor to discourage its use. Instead, we support informed, evidence-based and proportionate engagement that reflects disciplinary contexts, professional expectations and the diverse needs and perspectives of students and staff. Guidance and resources GenAI guidance for staff GenAI Guidance for Staff supports colleagues in understanding GenAI tools, using them safely and responsibly, and designing teaching and assessment in ways that protect learning, academic standards and student trust. GenAI in assessment and feedback The GenAI in Assessment and Feedback page brings together guidance on assessment design, student use of GenAI in assessment, declarations and acknowledgement, academic integrity, and the University's interim approach to GenAI-assisted marking and feedback. Data protection, security and approved tools Staff must follow University guidance on data protection, information security and approved tools when using AI. Personal data, student work, confidential material, unpublished assessment content and sensitive University information must not be entered into unsupported or unapproved AI tools unless University guidance explicitly permits this. Please refer to Information Management and Policy Services (IMPS) guidance on Data Protection and AI. Student-facing guidance Student-facing guidance is available through Essentials and Study Advice. These pages explain how students may use GenAI tools in learning and assessment, how to acknowledge use, and where to seek advice if assessment instructions are unclear. Using Gen AI in your assessments Using Generative AI tools at University

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SHA-256: ad28f216bcc8044b9257535087255bd4b886320cd5a688ea08bc7e447aff19ba

Transparency builds trust The University expects the use of AI by both students and staff to be transparent where this is necessary to maintain academic integrity, educational trust and professional confidence. Where AI has contributed substantively to assessed work, teaching materials or other public-facing educational outputs, its use should be acknowledged appropriately in accordance with University guidance and/or instructions given in assignment briefs. Transparency enables informed judgement and reinforces confidence in academic work. Responsible innovation considers environmental impact. Decisions about the adoption and use of AI should be proportionate to their educational purpose and informed by consideration of their environmental consequences alongside pedagogic, ethical and practical factors. Academic standards remain paramount The University will maintain the academic standards of its awards and ensure that assessment remains a valid and reliable means of evaluating student achievement. ©University of Reading 2026 Thursday 13 August 2026 Page 3 Students remain responsible for the work they submit, regardless of any use of AI technologies.

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SHA-256: bdd03dc8e624321509e86077039e5e91dab48edd2b550d533dbb42a5b68e6f95

Acknowledgement Where Generative AI tools have been authorised by the School for a particular assignment, in order to maintain good academic practice and fairness in assessment, students must acknowledge when they have used Generative AI technologies in the development of their work. This includes acknowledging how and when they have used the Generative AI tools. Normally, such a statement should name each Generative AI tool used (providing a url for the tool) a description of each of the prompts or questions used, and all the 1 www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/position-statement-on-gait.pdf 2 Including Reconsidering assessment for the Chat GPT era: QAA advice on developing sustainable assessment strategies ©University of Reading 2023 Friday 22 September 2023 Page 1 Annex 1: Generative Artificial Intelligence (AI) Tools, Academic Integrity and Academic Misconduct outputs generated. It is each student’s responsibility to make it clear the extent and how a Generative AI tool has been used. The acknowledgement should be included as an appendix at the end of the work. Schools might want to adopt the following format to standardise acknowledgements: • Prompts used with <insert name of AI tool>: <provide a list of prompts used> • Output generated: <include a copy of the outputs generated> Students should check with their School to see if there is a standard format in use. If no standard format has been adopted the student should detail the information noted above. If no acknowledgement is appended to the assessment, it will be assumed that Generative AI tools have not been used in the creation of the work. In such cases, if the School suspects that the outputs from Generative AI tools have been used the student would be investigated under the terms of the Academic Integrity and Academic Misconduct policy.

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SHA-256: 86257692c906b9e3dd343450b6f0fb73972972d074e16b6ea40de94138263759

AI should enhance inclusion, not create barriers The University recognises that AI may create opportunities to enhance accessibility, personalise learning and support student success. At the same time, approaches to AI should remain inclusive and should not create unnecessary barriers arising from unequal access, differing levels of digital confidence or legitimate differences in individual preferences regarding AI use.

Recopilado: 2026-10-09 · 168–175
SHA-256: bdd03dc8e624321509e86077039e5e91dab48edd2b550d533dbb42a5b68e6f95