Safeguarding Assessments in Higher Education Institutions in the UK from Student Misuse of Generative Artificial Intelligence (GenAI)

Maher, Mohamed (2025) Safeguarding Assessments in Higher Education Institutions in the UK from Student Misuse of Generative Artificial Intelligence (GenAI). [Poster]

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Description

Students have found ways to go around university policies aimed at deterring plagiarism and academic misconduct. With the emergence of AI tools (e.g., ChatGPT, QuillBot, Perplexity, etc.) that support students with coursework assessments, alongside the unreliability of AI detection software and difficulties of detecting AI-generated work without it, the effectiveness of coursework assessments is now jeopardised (Dick et al. 2003). The number of cases of misuse of GenAI in assessments is rampant, and most of such cases are not even easily detected. AI-powered education has also introduced a number of design and pedagogic implications that have potentially impacted constructivist learning in multiple ways (Gašević, Siemens, & Sadiq, 2023). This project aims to mitigate the potential negative impact that the misuse of GenAI tools can have on the effectiveness of coursework assessments by proposing practices that can safeguard assessments and maintain the quality of learning and skills development in Higher Education Institutions (HEIs) in the UK.

Item Type:	Poster
Divisions:	Faculty of Humanities and Social Sciences Faculty of Humanities and Social Sciences > School of Management
Depositing User:	Symplectic Admin
Date Deposited:	14 Jul 2025 07:57
Last Modified:	14 Jul 2025 07:57
URI:	https://livrepository.liverpool.ac.uk/id/eprint/3193704