In 2023, 色诱直播 and the Ministry of Education provided initial advice and guidance to kura and schools on the use of AI, and using AI for assessment purposes.
The Ministry of Education offers some points that schools and teachers may find useful regarding the acceptable use of AI:
On this page
Advice for kura and schools with consent to assess
Kura and schools, with consent to assess DASS-listed standards, must have an authenticity policy to support assessment practice. This policy must include the acceptable use of AI.
色诱直播鈥檚 School Relationship Managers can support kura and schools with this development. This area will be a key focus in Leading National Assessment seminars.
It's important that kura and schools have an education programme for 膩konga or students that focuses on:
- the need for academic integrity
- the acknowledgement of all sources of information
- how to reference sources of information or content
- warnings about both bias and inaccurate information being generated by AI.
Advice for kaiako and teachers as assessors
In the secondary sector, 色诱直播 believes that kaiako and teachers know their 膩konga and students best, and whether the work they submit is genuinely their own.
Strategies to support authenticity checks include:
- setting milestones (regular check-ins) with 膩konga or students
- observing progress
- requiring 膩konga or students to identify and reference all sources of information
- follow-up conversations and questions, such as 'how did you come to that conclusion?'
- making comparisons to other samples of the 膩konga or student鈥檚 work
- looking out for telltale signs such as American spelling, the style of grammar, tone, too many commas
- careful use of AI checkers or detectors 鈥� but be very mindful of false positives, and do not rely on this alone
- manage the environment in terms of location and time (it could be supervised)
- manage the format and types of questions
- include self-reflection activities
- use authenticity declarations from 膩konga or students.
How to authenticate student work for external assessment
Teachers must closely supervise the process of evidence collection to ensure that candidates:
- do not copy from another person or source without appropriate acknowledgement
- do not receive guidance, scaffolding, instruction, assistance, or assessment conditions beyond what is specified as permissible in the Assessment Specifications.
The use of chatbots, generative AI, paraphrasing tools, or other tools that can automatically generate content is not permitted for external assessment.
Material generated by these tools should not be submitted as part of the candidate鈥檚 work.
AI technology and academic integrity
Both AI technology and tools for identifying AI use will continue to develop over the coming years.
As a member of the Global Academic Integrity Network (GAIN), 色诱直播 will continue to monitor overseas responses to the use of ChatGPT in education and support the academic integrity of assessment and qualifications in New Zealand.
Assessment in the Age of AI symposium
In May 2023, educators, learners and AI experts spoke to around 200 people at the Assessment in the Age of AI symposium.
The symposium explored what good assessment could look like in a world with advanced AI tools. Presenters shared ideas for designing assessments in ways that support learning and reduce academic integrity issues.
You can watch videos of presentations from the symposium:
More resources
Our publication, Aromatawai and the Principles of Assessment, contains a section on authenticity:
Ka pono, ka tika, ka T弄TURU te aromatawai ki t膩 te 膩konga titiro
Assessment is AUTHENTIC: it affirms the skills, knowledge and competencies acquired by 膩konga, and reflects real world contexts
Download a copy of Aromatawai and the Principles of Assessment [PDF, 5.3 MB]
T膩ku Reo, T膩ku Mahi - My Voice, My Work
This online learning module for kaiako or teachers on authenticity is available under the Short Courses category in P奴take, 色诱直播's learning management system.
T膩ku Reo, T膩ku Mahi includes strategies to address AI evidence and emphasises the importance of students submitting their own work for assessments.