Teaching and Learning Response to Artificial Intelligence
Overview of changes
The University’s refreshed approach to assessment and feedback responds to the challenges and opportunities introduced by contemporary technologies such as generative artificial intelligence (AI). This approach is designed to deliver meaningful and engaging assessment and feedback at scale while ensuring academic integrity.
The University has implemented a ‘two-lane’ approach to assessment design.
- Lane 1 (secure assessments): These enable the appropriate use of secure assessment formats where the use of AI can be controlled. They are used to ensure students have acquired the skills and knowledge required by programs learnign outcomes.
- Lane 2 (open assessments): These support the development of disciplinary knowledge, skills, and dispositions alongside AI. They allow students to engage productively and responsibly with AI tools as part of their learning experience.
This approach aligns strongly with the guidance, Assessment Reform for the Age of Artificial Intelligence, released by the Australian Government’s Tertiary Education Quality and Standards Agency (TEQSA). TEQSA’s two principles are:
- Assessment and learning experiences equip students to participate ethically and actively in a society where AI is ubiquitous. (This aligns with our 'lane 2' assessments).
- Forming trustworthy judgements about student learning in a time of AI requires multiple, inclusive and contextualised approaches to assessment. (This aligns with our 'lane 1' assessments).
Semester 2 2025
Policy:
The new Sydney Assessment Framework classifies assessments according to:
(i) Their role as assessment of, for or as learning; and
(ii) how they are delivered, and adjustments are applied.
The framework aligns with the ‘two-lane approach’ to assessment in the age of generative AI through the appropriate use of ‘secure’ assessments where the use of AI can be controlled (Lane 1), and the development disciplinary knowledge, skills, and dispositions alongside AI through ‘open’ assessments (Lane 2).
This classification covers all assessments as Sydney (not applicable for Attendance).
Relevant policies have been updated to reflect the new Assessment Framework.
Updated Policies
- Introduction of new terms like ‘hurdle task’, ‘generative AI tools’, ‘mark adjustment’, ‘open assessment’, ‘secure assessment’ as part of the two-lane approach.
- Addition of Schedule 2 (assessment categories and types) and Schedule 3 (changes to special consideration and special arrangements).
- Simplified language and renumbered clauses, as part of the OGC’s Policy Transformation Project, detailed in the amendment table at the end of the procedures.
Amendments to clauses 81, 81A and Schedule 1 reflect changes under the new Assessment Framework:
- Clause 81 now applies solely to simple extensions (excluding exams)
(1) Clause 81A indicates that automated simple extensions will now apply to the assessment types: experimental design; data analysis; case studies; research analysis; creative work; or written work.
- The term ‘Compulsory assessment’ now replaces ‘hurdle task’ used in association with the ‘FA’ grade in Schedule 1. For the definition of ‘hurdle task’, see the Assessment Procedures.
- New definitions have been added for ‘open’ and ‘secure’ assessments, and ‘generative AI tools’. The definition for ‘automated writing tools’ has been removed.
- Clause 16 clarifies that students are generally not permitted to use AI in secure tasks unless the unit of study coordinator has given express permission. For open assessments, students will be able to use AI and need to appropriately acknowledge its use – provided they do so, this would not be a breach of academic integrity.
- Subclause 23(3) now allows faculties to permit students to have access to the results of similarity detection software (i.e. Turnitin) both before and after the assignment due date. Previously, students only had access before the due date. The default setting for Canvas assignments will be for students to have access to Turnitin reports immediately upon submissions. Coordinators can modify this setting.
- For research students, the Policy has introduced new definitions.
- Clause 5 has been revised to reflect the requirements associated with the two-lane approach to assessments, especially in relation to reducing the risk of integrity breaches
- Schedule 1 has undergone extensive revision to include:
o New assessment types and categories,
o Identified potential risks, risk reduction strategies (previously termed ‘mitigation strategies’), and in some cases, risk ratings.
o Schedule 2 includes minimal amendments to incorporate an updated risk categorisation for secure and open assessments.
- For research students, the Procedures have undergone review, and new definitions have been added.
Sydney Curriculum
Sydney Curriculum is the University's system for managing curriculum information to be displayed in unit outlines including where unit coordinators indicate assessment categories and types. Key changes aligning to policy changes for semester 1 included:
In order to support the new Assessment Framework, new ‘AI in Assessment’ features and assessment types were updated on the Assessment tab including new fields for Assessment security, AI allowed and Individual or group. Help text has also been added to inform users on field requirements and support. See below for details on updated fields under the Sydney Curriculum AI updates accordion tab.
Re-mapping current assessments to the new assessment categories and types
In June 2025, Educational Innovation worked with faculties to re-map Semester 2 assessments to the new categories and types. Educational Designersfrom faculties and schools and Educational Innovation liaised with Curriculum Managers, Superusers, Faculty Experts, and Unit of Study Coordinators to successfully re-map assessments into the new fields in Sydney Curriculum, ready for the start of Semester 2. Later in 2025, this process will be repeated for Semester 1, 2026 units.
The two-lane approach seeks to move all University assessments into one of two lanes:
- Lane 1: Secure Assessments – supervised, in-person assessments that verify individual student achievement. These focus on assessment of learning, ensuring students can demonstrate their knowledge and skills. The supervision ensures that use of AI is prohibited, or controlled in cases where a unit coordinator has integrated its use as part of the assessment.
- Lane 2: Open Assessments – Unsupervised assessments that provide students with authentic opportunities to receive feedback on their learning utilising any helpful resources and contemporary technologies. AI use may be purposefully incorporated, where helpful, to support students in developing disciplinary knowledge and skills alongside AI literacy. These focus on assessment for and as learning. Students may use generative AI in helping them complete Open assessments under the guidance of educators on what is helpful and unhelpful for a given task or assessment. AI use cannot be prohibited.
| Lane 1 | Lane 2 | |
|---|---|---|
| Role of assessment | Assessment of learning. | Assessment for and as learning. |
| Level of operation | Mainly at program level. | Mainly at unit level. |
| Assessment security | Secure, in person. | ‘Open’ |
| Role of generative AI | May or may not be allowed by examiner. | As relevant, use of AI scaffolded & supported. |
| TEQSA alignment | Principle 2 – forming trustworthy judgements of student learning | Principle 1 – equip students to participate ethically and actively in a society pervaded with AI. |
| Assessment categories |
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Assessment categories and types
The summary below outlines the security of current assessment categories and types within the new framework which will come into effect in Semester 2:
| Table 1. Secure assessment categories and types in the new framework |
|---|
| Category | Assessment types | Description |
|---|---|---|
| Final exam - secure | Written exam | Live written exam, written exam with non-written elements, or non-written exam, however administered. Worth between 30-60%. |
| Practical exam | Practical exam or practical exam with non-practical elements, however administered. Includes assessment of laboratory, clinical and performance skills. Worth between 10-60%. | |
| Oral exam | Live oral exam. Worth between 10-60%. | |
| In-semester-secure | Written test | Live written test, written test with non-written elements, or non-written test, however administered. Worth between 20-60%. |
| Practical test | Practical test, practical test with non-practical elements, however administered. Includes assessment of laboratory, clinical and performance skills. Worth between 10-60%. | |
| Oral test | Live oral test. Worth between 10-60%. | |
| In class - secure | Interactive oral | Scenario-based conversations to demonstrate, synthesise, and extend knowledge and skills. Unlike an oral exam, oral test or viva voce, this is a practical application of has been learned often with in a real-world scenario. |
| In person, practical, skills, or performance task or test | Observation and assessment of live demonstrated practical, skills or performance tasks. Includes tests of clinical, laboratory, field or other skills in supervised environment. | |
| In person written or creative task | Observation and assessment of live written or creative task. | |
| Q&A following presentation, submission or placement | Live question and answer session following a live performance, presentation, placement or submission of an artefact. | |
| Placement, internship, or supervision - secured | Peer or expert observation or supervision | Live observation by a peer or expert or supervisor on a placement, internship or in another supervised environment. |
| In person practical or creative task | Live observation and assessment of practical or creative tasks on a placement, internship or in another supervised environment. | |
| Clinical exam | Live clinical exam on a placement, internship or in another supervised environment. |
| Table 2. Open assessment categories and types in the new framework |
|---|
| Category | Assessment types | Description |
|---|---|---|
| Practice or application - open | In-class quiz | Quiz held in a live class such as a tutorial. Used for students to practice, apply or gauge their learning. |
| Out-of-class quiz | Quiz held asynchronously including online. Used for students to practice, apply or gauge their learning. | |
| Practical skill | Development and application of technical, laboratory, creative, professional or other disciplinary skill in or out of class. | |
| Inquiry or investigation - open | Experimental design | The process of planning and/or conducting investigations, including hypotheses and methods, in or out of class (e.g. scientific experiments, market research, creative testing, etc). |
| Data analysis | The process of collecting, analysing and/or visualising data to generate and communicate meaningful insights (e.g. statistical analyses, qualitative coding, business intelligence, etc). |
|
| Case studies | The process of analysing real-world scenarios to identify problems, propose solutions, and/or justify decisions (e.g. business cases, patient scenarios, engineering problems, etc). | |
| Research analysis | The critical examination and interpretation of research data, methodologies and findings. | |
| Production and creation - open | Portfolio or journal | The production and curation of work samples, documentation, reflections, drafts, laboratory report and /or other evidence and small writing tasks demonstrating development over time. |
| Performance | The creation and delivery of live or recorded performance (e.g. artistic, dramatic, musical, etc) work. | |
| Presentation | The production and delivery of live or recorded oral, visual, and /or multimedia communications for specific audiences. | |
| Creative work | The creation and production of original and creative work, including short creative writing tasks. | |
| Written work | The development and production of structured and/or long form writing (e.g. essay, report). | |
| Dissertation or thesis | A written manuscript presenting the findings of a substantial original research project. Includes projects completed as part of an honours program. | |
| Discussion - open | Debate | A structured, evidence-based discussion held live or asynchronously where students present and defend positions using research, data, and/or disciplinary knowledge and applying critical thinking and argumentation skills. |
| Contribution | Meaningful participation in live or asynchronous environments demonstrating knowledge application, peer engagement, and/or advancement of collective understanding. | |
| Conversation | A structured or informal dialogue demonstrating disciplinary knowledge, critical thinking, and/or communication skills (e.g. seminar discussions, professional interviews, client consultations, etc). | |
| Evaluation | Assessment of the quality of one’s own and others’ work by applying criteria to make informed and objective judgements. |
Where attendance is an accreditation or faculty requirement, this will also be available for coordinators to select in Sydney Curriculum.
Unit of study coordinators determine the assessment types for their unit by designing assessments that reflect the unit learning outcomes and then selecting the appropriate level.
In most units, there will be a mix of ‘secure’ and ‘open’ assessments. Rarely, it may be appropriate in a unit such as a capstone, which integrates knowledge and skills at the end of a program, to have only ‘secure’ assessments, in other cases, it may be appropriate for all assessments to be ‘open’ as the primary purpose of the unit is to develop skills and knowledge which are assured elsewhere in the program.
A program-level approach to assessment design ensures students work towards and meet the program learning outcomes (i.e. for the appropriate degree component such as a major, specialisation or stream) progressively throughout their studies. Lane 1 and Lane 2 assessments are intentionally designed and placed across a program to encourage and foster knowledge and skill acquisition (i.e., Lane 2), and build towards demonstration and validation of learning (i.e., Lane 1) at key stages of a program. Considering this in the context of preparing students for an AI-driven world, Lane 2 supports acquisition of AI skills, and Lane 1, where appropriate and stated in course learning outcomes, the demonstration of AI literacy. Therefore, not all units may need to include both secure and open assessments, however students must engage in both across their program.
Considering assessment design at a program-level may require disciplines to re-think their approach to assessment and curriculum design, particularly those where assessment has primarily been considered at a unit-level. In the age of generative AI where securing assessment will become increasingly difficult and costly, a program level approach also reduces workload and stress for staff and students.
The impact of generative AI on assurance of learning varies considerably across our programs. It is anticipated that full alignment with the two-lane approach at a program level will take 2 or 3 years, with initial work concentrating on the assessments in the final year of our courses.
Assessment re-mapping process:
| Support for Unit Coordinators | Full re-mapping | Full re-mapping with assistance |
|---|---|---|
| Educational designer re-maps assessments to new assessment framework | X |
X |
| Unit coordinator approves new mapping | X |
X |
| Unit coordinator requests help from an Educational Designer |
|
X |
| Assessment data entered into Sydney Curriculum by the central team | X |
X |
| Unit coordinator submits unit outline for faculty approval | X |
X |
| Sydney Curriculum field | AI update |
|---|---|
| Assessment category | Options in this field have been updated to reflect policy changes 9 assessment categories |
| Assessment type | Options in this field have been updated to reflect policy changes. 31 assessment types. Types available for selection are conditional on the assessment category selected. |
| AI security | This field is read-only. It shows if the selected category is Secure, Open, or Not applicable |
| AI allowed | New mandatory dropdown field. Select 'Yes' only if allowing the restricted use of AI in a secure assessment. |
| Individual or Group work | New/revived mandatory dropdown field. Coordinatorss will be able to indicate if an assessment involves group work. Field defaults to "Please select", coordinator selects "Individual" or "Group work" |
Assessment schedule drop-down options image
Individual or group drop-down / hurdle task box select image
For further support and resources visit Sydney Curriculum canvas site
While there are many AI tools available, both free and paid, we strongly recommend the use of tools endorsed by the University. Unit Coordinators should never mandate unendorsed tools, or paid tools. This is to ensure both student security, and equity of access.
Microsoft Copilot
Staff and students at the University of Sydney have access to ‘Microsoft Copilot’ (formerly Bing Chat) via all common browsers at https://copilot.microsoft.com
This tool is available to students through their University accounts and on University computers. Find out more information about Copilot.
Cogniti - Create your own custom AI agents for students
Cogniti allows educators to build custom chatbot agents that can be given specific instructions, and specific resources, to assist student learning in context-sensitive ways.
Adobe Firefly
This tool is available to staff as part of Adobe Creative Cloud and can be used to draw high quality images through text prompts.
| Name | Position | |
|---|---|---|
| Assessment and AI | Role-based account | [email protected] |
| Educational Integrity | Role-based account | [email protected] |
Academic Integrity Policy - The University's official policy outlining expectations for ethical academic conduct, including rules on AI use in assessments.
Assessment of Learning - A form of assessment (Lane 1) designed to verify student achievement of learning outcomes through secure, supervised methods.
Assessment for and as learning - A form of assessment (Lane 2) that supports learning, where AI use is permitted and scaffolded to help students develop AI literacy and disciplinary knowledge.
Assessment security - The level of supervision and protection in an assessment. Lane 1 Secure assessments require in-person supervision, while Lane 2 Open assessments allow independent work with AI guidance.
Automated writing tools - Software tools that modify or improve writing by translating, paraphrasing, improving writing style, or clarifying expression. It does not include word processing or basic spelling and grammar tools.
Generative AI - AI tools that create text, images, code, or other outputs based on prompts, including ChatGPT, Bing Chat, DALL-E, Grammarly, and Adobe Firefly.
Lane 1: Secure assessments - Supervised, in-person assessments designed to verify individual student achievement. These assessments ensure students demonstrate their knowledge and skills without unpermitted AI assistance.
Lane 2: Open assessments - Unsupervised assessments where AI use is permitted and, where relevant, purposefully integrated. These assessments support learning and provide opportunities for building AI literacy.
AI Allowed / AI Limited / AI Prohibited - Defines the level of AI tool usage allowed in assessments:
- AI Allowed - AI can be used but must be acknowledged.
- AI Limited - AI use is restricted to specific tools and purposes
- AI Prohibited - AI is not allowed in the assessment (Lane 1 only).
Program-Level Assessment Design / Assessment Re-design - The purposeful mapping of assessments to course learning outcomes to best support and ensure learning across a degree.
Re-mapping - Updating assessment categories and types to the new assessment framework.
Sydney Curriculum - The University system for managing unit outlines, including where unit coordinators indicate assessment categories and types.
TEQSA (Tertiary Education Quality and Stardards Agency) - Australia’s higher education regulator, which provides guidelines on assessment reform, including the need for secure (Lane 1) ) and open (Lane 2) assessments.
Two-Lane Approach - The University's assessment model that categorises assessments into:
- Lane 1 (Secure Assessments): Supervised, AI-restricted assessments that verify learning.
- Lane 2 (Open Assessments): Unsupervised assessments where AI use is allowed and purposefully integrated where appropriate.