In this polling-based activity, students and instructors discuss and agree on shared expectations for the use of AI in assessments.
- Plenary polling activity
- Guided discussion
- In class
- Reflection on responsible use of AI in assessments
- All disciplines
- All levels (beginner-advanced)
- 30-50 min
- Flexible
- Polling tool and student devices
- Institutional AI policies
Short description
In this activity, students respond to a series of polling questions about the use of GenAI in the assessments for the module. The questions are designed by the lecturer and reflect academic integrity norms and policies in place at the institution, ethical and responsible use of GenAI in higher education, disciplinary skills and knowledge, and the module and assessment goals. Based on the poll results and subsequent discussion, the class agrees on shared expectations for when, how, and to what extent GenAI may be used in assessment tasks. These agreed‑upon expectations are documented and circulated by the lecturer to guide students throughout the module.
Competence Domain of the Didactic Framework: Ethical Responsibility
At the end of this activity, students can…
- demonstrate integrity in academic work when using GenAI in assessment components. (FLAIR Didactic Framework: LO12)
- recognise when GenAI is or is not appropriate for an assessment task. (FLAIR Didactic Framework: LO10)
- decide which parts of an assessment task are completed independently and which may be carried out in collaboration with generative AI. (FLAIR Didactic Framework: LO21)
- identify and interpret institutional policies, disciplinary norms, and module‑specific guidelines relevant to the use of generative AI in assessment.
Instructions
Before the session, review institutional policies and identify key questions around the use of GenAI that are most relevant to the module. Design polling questions that reflect module and assessment goals, disciplinary and institutional norms, and any relevant policies (e.g. evaluating individual use cases, ranking practices from acceptable to unacceptable/plagiarism, word clouds, etc.)
Introduce the topic of ethical and responsible use of GenAI and explain how GenAI can challenge academic integrity. Clarify that the goal of the activity is to work collectively toward shared expectations for GenAI use in the module’s assessments.
Launch the poll and project it on the main screen in the classroom. Students respond using their personal devices. Either discuss responses question by question as they appear or allow time for students to complete all questions before reviewing the results together.
Based on the poll results and time, decide how to consolidate expectations. You may draft a summary of agreed‑upon principles after class and circulate it for confirmation or ask students to work briefly in groups to suggest wording for shared expectations that can be collected on a digital whiteboard during the session.
Conclude by summarising key points, highlighting areas of agreement and difference. Emphasise how these shared expectations will guide assessment practice throughout the module.
Assessment
This activity is primarily intended as a formative learning experience. Participation in polling and discussion demonstrates engagement with ethical reasoning and academic integrity.
As a follow‑up, groups may be asked to create a visual representation of the shared expectations (e.g. a one‑page poster, infographic, or slide) summarising agreed principles for GenAI use in assessments. These visuals can support consolidation of learning and serve as a reference point for the module. Alternatively, a short reflective task may be used to assess students’ understanding of institutional policies, disciplinary norms, and responsible AI use.
Possible challenges
- Limited time or uneven participation during discussion
- Technical issues such as poor internet connectivity or lack of access to devices
How to address them
- Emphasize that the activity gives students a meaningful voice in shaping assessment expectations, encouraging active engagement. Break students into groups/pairs if participation is poor and ask them to discuss and submit responses together
- Allow group‑based responses if access to devices is uneven and prepare backup options for technical issues (e.g. paper versions of the poll)
If the activity cannot be conducted at the start of the module, it can be integrated into the introduction of a specific assessment. In this case, polling questions should be tailored directly to that task rather than to the module as a whole.
In larger classes, brief pair‑ or small‑group exchanges can be used in addition to plenary discussion to support participation and deepen reflection.
Using this resource
This resource is licensed under Creative Commons BY-NC-SA 4.0 license. Suggested citation: Flair Collaboration. (2025). FLAIR Toolkit. Teaching GenAI Competencies.
