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Group Audio Podcast

First-year medical students work in groups of five over four weeks to produce a 5-minute podcast applying behaviour change theory to a health challenge. To reduce the potential influence of generative AI, the submission is followed by a live question-and-answer session where students discuss and justify their work, demonstrating their understanding, contribution, and ability to apply concepts beyond the submitted podcast.

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Embedding AI into assessment

MBA students work in teams over five weeks to develop the first stage of a business plan for an AI-focused start-up. The assessment is scaffolded through a series of shorter written tasks leading to a capstone submission. Rather than prohibiting AI, its use is embedded into the assessment: students critically evaluate an AI-generated business strategy, demonstrating their ability to analyse, critique and improve AI outputs rather than relying on them uncritically.

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2

Programming assessment using AI

This individual coursework assessment explicitly integrates AI by requiring students to use ChatGPT to generate an initial solution to the Lorenz System. Students critically evaluate the AI-generated code, identify its limitations, and iteratively improve it through effective prompting. They reflect on how their interactions with ChatGPT influenced the final solution, demonstrating both technical skills and the ability to critically assess and refine AI-generated outputs.

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Reflective Essay

This reflective essay assesses students' ability to critically analyse their own learning, experiences and contributions throughout the module. As the assessment is grounded in personal reflection on individual engagement with module activities, it is inherently resistant to inappropriate AI use. Students draw on their own experiences to evaluate their learning, making authentic reflection and critical self-analysis the primary evidence of achievement.

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