Reducing the risk of integrity breaches

Identifying and mitigating risks

The Academic Integrity Policy and Procedures require that unit coordinators take reasonable steps to identify and mitigate potential academic integrity risks within their assessments.

Each faculty will have processes for conducting this risk assessment. Schedule One of the Academic Integrity Procedures includes a “Summary of Assessment Types, Risks and Risk Reduction Strategies” (from page 15 on). This summary table has been adapted below:

Type	Description of Assessment Type	Potential Risks	Risk Reduction Strategies	Risk Rating	Rating After Risk Reduction
Secure: secure, in-person supervised assessment to validate learning Final Exam - secure
Written exam	Live written exam, written exam with non-written elements, or non-written exam, however administered. Worth between 30-60%.	Impersonation Use of prohibited materials (incl. notes, electronic devices, wearable devices, etc.) Cheating by collusion or external assistance Use of prohibited generative AI tools Sharing questions and solutions during exam Disrupting or obstructing others from completing the exam Recording or removing secure materials, such as examination papers, question or answer books	Create unique new exam questions and papers each session Avoid reusing past exam questions; substantially rewrite questions if re-use is essential Have a bank of suitable questions/scenarios to reduce repetition Some randomisation of questions or answers Minimise use of recall-type and single right answer questions Require submission of working out/solutions for formula-based questions Review student performance in exam relative to past performance Identity check In person invigilation Appropriate seating arrangements Use similarity detection software where possible Require use of secure browser where exam is completed digitally Link to an additional secure assessment, such as an oral exam Written and verbal warnings about prohibited items before the exam day and at the start of the exam	Very High	Low
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%.	Impersonation Use of prohibited materials (incl. notes, electronic devices, wearable devices, etc.) Cheating by collusion or external assistance Use of prohibited generative AI tools Sharing questions and solutions during exam Disrupting or obstructing others from completing the exam Recording or removing secure materials, such as examination papers, question or answer books Where a written element is involved, the potential risks listed for 'written exam – secure' also apply	Ensure students who have completed practical exam are separated from students who are yet to attempt it; invigilation of waiting students Review student performance in exam relative to past performance Avoid reusing past practical exam questions or, scenarios, or case studies each session Have a bank of suitable practical questions or scenarios to reduce repetition Randomise practical questions/scenarios between students Identity check In person invigilation Where a written element is involved, the risk reduction strategies listed for 'written exam – secure' also apply	High	Low
Oral exam	Live oral exam. Worth between 10-60%.	Impersonation Sharing of questions Use of prohibited materials (incl. notes, electronic devices, wearable devices, etc.) Cheating by collusion or external assistance Use of prohibited generative AI tools	Ensure students who have completed oral exam are separated from students who are yet to attempt it; invigilation of waiting students Review student performance in exam relative to past performance Avoid reusing past oral exam questions or scenarios; substantially rewrite questions if re-use is essential Create unique new oral exam questions or scenarios or case studies each session Have a bank of suitable oral exam questions/scenarios to reduce repetition Randomise oral exam questions or scenarios between students Identity check In person invigilation Keep a record of the questions and answers Record the exam	High	Low
Secure: secure, in-person supervised assessment to validate learning In-semester test - secure
Written test	Live written test, written test with non-written elements, or non-written test, however administered. Worth between 20-60%.	See potential risks listed for ‘written exam – secure'	See risk reduction strategies listed for ‘written exam – secure' Appropriate invigilator training Identity check	Very High	Low
Practical test	Practical test, practical test with non-practical elements, however administered. Includes assessment of laboratory, clinical and performance skills. Worth between 10-60%.	See potential risks listed for 'practical exam – secure'	See risk reduction strategies listed for 'practical exam – secure' Appropriate invigilator training Identity check	High	Low
Oral test	Live oral test. Worth between 10-60%.	See potential risks listed for ‘oral exam – secure'	See risk reduction strategies listed for ‘oral exam – secure' Appropriate invigilator training Identity check	High	Low
Secure: secure, in-person supervised assessment to validate learning 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 what has been learned often with a real-world scenario.	See potential risks listed for ‘oral exam – secure'	See risk reduction strategies listed for ‘oral exam – secure' Appropriate invigilator training Keep a record of the interactions including questions and answers Record the interactive oral Identity check Mark calibration and moderation	High	Low
In person practical, skills or performance task	Observation and assessment of live demonstrated practical, skills or performance tasks. Includes tests of clinical, laboratory, field or other skills in supervised environment.	See potential risks listed for ‘practical exam – secure'	See risk reduction strategies listed for ‘practical exam – secure' Appropriate invigilator training Identity check	High	Low
In person written or creative task	Observation and assessment of live written or creative tasks	See potential risks listed for ‘written exam – secure' and ‘practical exam – secure' as applicable	See risk reduction strategies listed for ‘written exam – secure' and ‘practical exam – secure' as applicable Appropriate invigilator training Identity check	High	Low
Q&A following presentation, submission or placement	Live question and answer session following a live performance, presentation, placement or submission of an artefact.	See potential risks listed for ‘oral exam – secure'	See risk reduction strategies listed for ‘oral exam – secure' Appropriate invigilator training Identity check	High	Low
Secure: secure, in-person supervised assessment to validate learning Placement, internships or supervision - secure
Peer or expert observation or supervision	Live observation by a peer or expert or supervisor on a placement, internship or in another supervised environment.	Impersonation Student not attending placement	Visit or Zoom call to placement site, at least once during course of placement Require a mid-way “check” of the student Require identity check at placement site Include short interview about placement activities with instructor Appropriate supervisor training	High	Low
In person practical or creative task	Live observation and assessment of practical or creative tasks on a placement, internship or in another supervised environment	See potential risks listed for ‘written exam – secure' and ‘practical exam – secure' as applicable	See risk reduction strategies listed for ‘written exam – secure' and 'practical exam – secure' as applicable Require identity check at placement site Appropriate supervisor training	High	Low
Clinical exam	Live clinical exam on a placement, internship or in another supervised environment	See potential risks listed for 'practical exam – secure'	See risk reduction strategies listed for 'practical exam – secure' Require identity check at placement site Appropriate supervisor training	High	Low
Open: scaffolding learning including use of appropriate technologies 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.	Sharing of questions and answers Collusion between students External assistance Automated answer provision by software plugins Insufficient or inappropriate acknowledgement of generative AI tools	Link to an assessment from the ‘In-class – secure’ category Identity check Appropriate invigilation Randomised questions Bank of questions Provide students with clear expectations and help develop responsible use of generative AI tools by including guidelines and discussing with students when their use will not be useful or will be counterproductive to learning Ensure knowledge tested in secure form of assessment	High	Medium
Out-of-class quiz	Quiz held asynchronously including online. Used for students to practice, apply or gauge their learning.	Sharing of questions and answers Collusion between students External assistance Automated answer provision by software plugins Insufficient or inappropriate acknowledgement of generative AI tools	Link to an assessment from the ‘In-class – secure’ category Reduce weighting of quiz Allow multiple attempts with feedback Ensure knowledge tested in secure form of assessment Randomise questions Bank of questions Provide students with clear expectations and help develop responsible use of generative AI tools by including guidelines and discussing with students when their use will not be useful or will be counterproductive to learning	High	Medium
Practical skill	Development and application of technical, laboratory, creative, professional or other disciplinary skill in or out of class.	External assistance Collusion between students Insufficient or inappropriate acknowledgement of generative AI tools Plagiarism Collusion	Link to an assessment from the ‘In-class – secure’ category Provide students with clear expectations and help develop responsible use of generative AI tools by including guidelines and discussing with students when their use will not be useful or will be counterproductive to learning Use similarity detection software Ensure knowledge tested in secure form of assessment	High	Medium
Open: scaffolding learning including use of appropriate technologies 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).	Plagiarism Collusion between students Fabrication or falsification of data, information or sources External assistance Insufficient or inappropriate acknowledgement of generative AI tools	Link to an assessment from the ‘In-class – secure’ category Use similarity detection software Ensure knowledge tested in secure form of assessment Provide students with clear expectations and help develop responsible use of generative AI tools by including guidelines and discussing with students when their use will not be useful or will be counterproductive to learning Require a generative AI methods section	High	Medium
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).	Fabrication or falsification of data, information or sources Collusion between students Plagiarism External assistance Insufficient or inappropriate acknowledgement of generative AI tools	Use similarity detection software Ensure knowledge tested in secure form of assessment Avoid reusing past data sets Provide students with clear expectations and help develop responsible use of generative AI tools by including guidelines and discussing with students when their use will not be useful or will be counterproductive to learning Require a generative AI methods section	High	Medium
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).	Fabrication or falsification of data, information or sources Collusion between students Plagiarism External assistance Insufficient or inappropriate acknowledgement of generative AI tools	Link to an assessment from the ‘In-class – secure’ category Use similarity detection software Ensure knowledge tested in secure form of assessment Avoid reusing past case studies Provide students with clear expectations and help develop responsible use of generative AI tools by including guidelines and discussing with students when their use will not be useful or will be counterproductive to learning Require a generative AI methods section	High	Medium
Research analysis	The critical examination and interpretation of research data, methodologies and findings.	Plagiarism Collusion between students External assistance Fabrication or falsification of data, information or sources Insufficient or inappropriate acknowledgement of generative AI tools	Link to an assessment from the ‘In-class – secure’ category Use similarity detection software Ensure knowledge tested in secure form of assessment Avoid reusing past scenarios or data sets Provide students with clear expectations and help develop responsible use of generative AI tools by including guidelines and discussing with students when their use will not be useful or will be counterproductive to learning Require a generative AI methods section	High	Medium
Open: scaffolding learning including use of appropriate technologies Production and creation - open
Portfolio or journal	The production and curation of work samples, documentation, reflections, drafts and/or other evidence and small writing tasks demonstrating development over time.	Plagiarism Collusion between students External assistance Insufficient or inappropriate acknowledgement of generative AI tools Fabrication or falsification of data, information or sources	Link to an assessment from the ‘In-class – secure’ category Use similarity detection software Provide students with clear expectations and help develop responsible use of generative AI tools by including guidelines and discussing with students when their use will not be useful or will be counterproductive to learning Regular check ins with students Require a generative AI methods section	High	Medium
Performance	The creation and delivery of live or recorded performance (e.g. artistic, dramatic, musical, etc) work	Plagiarism Collusion between students External assistance Insufficient or inappropriate acknowledgement of generative AI tools Collusion	Link to an assessment from the ‘In-class – secure’ category Identity check Ensure knowledge tested in secure form of assessment Provide students with clear expectations and help develop responsible use of generative AI tools by including guidelines and discussing with students when their use will not be useful or will be counterproductive to learning Require a generative AI methods section	High	Medium
Presentation	The production and delivery of live or recorded oral, visual, and/or multimedia communications for specific audiences	Plagiarism Collusion between students External assistance Insufficient or inappropriate acknowledgement of generative AI tools Collusion	Link to an assessment from the ‘In-class – secure’ category Identity check Ensure knowledge tested in secure form of assessment Use similarity detection software Provide students with clear expectations and help develop responsible use of generative AI tools by including guidelines and discussing with students when their use will not be useful or will be counterproductive to learning Require a generative AI methods section	High	Medium
Creative work	The creation and production of original and creative work, including short creative writing tasks	Plagiarism Collusion between students External assistance Insufficient or inappropriate acknowledgement of generative AI tools Collusion	Link to an assessment from the ‘In-class – secure’ category Use similarity detection software Ensure knowledge tested in secure form of assessment Provide students with clear expectations and help develop responsible use of generative AI tools by including guidelines and discussing with students when their use will not be useful or will be counterproductive to learning Require a generative AI methods section	High	Medium
Written work	The development and production of structured and/or long form writing (e.g. essay, report).	Plagiarism Collusion between students External assistance Insufficient or inappropriate acknowledgement of generative AI tools Fabrication or falsification of data, information or sources Collusion	Link to an assessment from the ‘In-class – secure’ category Use similarity detection software Ensure knowledge tested in secure form of assessment Provide students with clear expectations and help develop responsible use of generative AI tools by including guidelines and discussing with students when their use will not be useful or will be counterproductive to learning Require a generative AI methods section	High	Medium
Dissertation or thesis	A written manuscript presenting the findings of a substantial original research project. Includes projects completed as part of an honours program.	Plagiarism Collusion between students Fabrication or falsification of data, information or sources External assistance Insufficient or inappropriate acknowledgement of generative AI tools	Link to a secure assessment such as an oral exam Use similarity detection software Require submissions of drafts Regular check ins with student Include an in-person component Ensure knowledge tested in secure form of assessment Provide students with clear expectations and help develop responsible use of generative AI tools by including guidelines and discussing with students when their use will not be useful or will be counterproductive to learning Require a generative AI methods section	Very High	Medium
Open: scaffolding learning including use of appropriate technologies 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.	Plagiarism Impersonation External assistance Insufficient or inappropriate acknowledgement of generative AI tools Fabrication or falsification of data, information or sources	Link to an assessment from the ‘In-class – secure’ category Use similarity detection software Require submissions of written scripts Avoid reusing past debate topics Ensure knowledge tested in secure form of assessment Provide students with clear expectations and help develop responsible use of generative AI tools by including guidelines and discussing with students when their use will not be useful or will be counterproductive to learning	High	Medium
Contribution	Meaningful participation in live or asynchronous environments demonstrating knowledge application, peer engagement, and/or advancement of collective understanding.	Plagiarism Impersonation External assistance Insufficient or inappropriate acknowledgement of generative AI tools Fabrication or falsification of data, information or sources	Link to an assessment from the ‘In-class – secure’ category Use similarity detection software Require submissions of written scripts Ensure knowledge tested in secure form of assessment Provide students with clear expectations and help develop responsible use of generative AI tools by including guidelines and discussing with students when their use will not be useful or will be counterproductive to learning	High	Medium
Conversation	A structured or informal dialogue demonstrating disciplinary knowledge, critical thinking, and/or communication skills (e.g. seminar discussions, professional interviews, client consultations, etc).	Plagiarism Impersonation External assistance Insufficient or inappropriate acknowledgement of generative AI tools Fabrication or falsification of data, information or sources	Link to an assessment from the ‘In-class – secure’ category Ensure knowledge tested in secure form of assessment Provide students with clear expectations and help develop responsible use of generative AI tools by including guidelines and discussing with students when their use will not be useful or will be counterproductive to learning	High	Medium
Evaluation	Assessment of the quality of one’s own and others’ work by applying criteria to make informed and objective judgements.	Plagiarism External assistance Insufficient or inappropriate acknowledgement of generative AI tools Collusion	Link to an assessment from the ‘In-class – secure’ category Use similarity detection software Ensure knowledge tested in secure form of assessment Provide students with clear expectations and help develop responsible use of generative AI tools by including guidelines and discussing with students when their use will not be useful or will be counterproductive to learning	High	Medium
Open: scaffolding learning including use of appropriate technologies Attendance - accreditation or faculty requirement
Attendance – accreditation or faculty requirement	Attendance requirements consistent with professional accreditation conditions, or faculty or course resolutions	Impersonation Forging attendance records	Identity check Ensure accurate attendance records are kept and validated	Medium	Low

Type

Description of Assessment Type

Potential
Risks

Risk Reduction
Strategies

Risk Rating

Rating
After
Risk Reduction

Secure: secure, in-person supervised assessment to validate learning

Final Exam - secure

Written exam

Live written exam, written exam with non-written elements, or non-written exam, however administered.

Worth between 30-60%.

Impersonation
Use of prohibited materials (incl. notes, electronic devices, wearable devices, etc.)
Cheating by collusion or external assistance
Use of prohibited generative AI tools
Sharing questions and solutions during exam
Disrupting or obstructing others from completing the exam
Recording or removing secure materials, such as examination papers, question or answer books

Create unique new exam questions and papers each session
Avoid reusing past exam questions; substantially rewrite questions if re-use is essential
Have a bank of suitable questions/scenarios to reduce repetition
Some randomisation of questions or answers
Minimise use of recall-type and single right answer questions
Require submission of working out/solutions for formula-based questions
Review student performance in exam relative to past performance
Identity check
In person invigilation
Appropriate seating arrangements
Use similarity detection software where possible
Require use of secure browser where exam is completed digitally
Link to an additional secure assessment, such as an oral exam
Written and verbal warnings about prohibited items before the exam day and at the start of the exam

Very High

Low

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%.

Impersonation
Use of prohibited materials (incl. notes, electronic devices, wearable devices, etc.)
Cheating by collusion or external assistance
Use of prohibited generative AI tools
Sharing questions and solutions during exam
Disrupting or obstructing others from completing the exam
Recording or removing secure materials, such as examination papers, question or answer books
Where a written element is involved, the potential risks listed for 'written exam – secure' also apply

Ensure students who have completed practical exam are separated from students who are yet to attempt it; invigilation of waiting students
Review student performance in exam relative to past performance
Avoid reusing past practical exam questions or, scenarios, or case studies each session
Have a bank of suitable practical questions or scenarios to reduce repetition
Randomise practical questions/scenarios between students
Identity check
In person invigilation
Where a written element is involved, the risk reduction strategies listed for 'written exam – secure' also apply

High

Low

Oral exam

Live oral exam.

Worth between 10-60%.

Impersonation
Sharing of questions
Use of prohibited materials (incl. notes, electronic devices, wearable devices, etc.)
Cheating by collusion or external assistance
Use of prohibited generative AI tools

Ensure students who have completed oral exam are separated from students who are yet to attempt it; invigilation of waiting students
Review student performance in exam relative to past performance
Avoid reusing past oral exam questions or scenarios; substantially rewrite questions if re-use is essential
Create unique new oral exam questions or scenarios or case studies each session
Have a bank of suitable oral exam questions/scenarios to reduce repetition
Randomise oral exam questions or scenarios between students
Identity check
In person invigilation
Keep a record of the questions and answers
Record the exam

High

Low

Secure: secure, in-person supervised assessment to validate learning

In-semester test - secure

Written test

Live written test, written test with non-written elements, or non-written test, however administered.

Worth between 20-60%.

See potential risks listed for ‘written exam – secure'

See risk reduction strategies listed for ‘written exam – secure'
Appropriate invigilator training
Identity check

Very High

Low

Practical test

Practical test, practical test with non-practical elements, however administered. Includes assessment of laboratory, clinical and performance skills. Worth between 10-60%.

See potential risks listed for 'practical exam – secure'

See risk reduction strategies listed for 'practical exam – secure'
Appropriate invigilator training
Identity check

High

Low

Oral test

Live oral test.

Worth between 10-60%.

See potential risks listed for ‘oral exam – secure'

See risk reduction strategies listed for ‘oral exam – secure'
Appropriate invigilator training
Identity check

High

Low

Secure: secure, in-person supervised assessment to validate learning

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 what has been learned often with a real-world scenario.

See potential risks listed for ‘oral exam – secure'

See risk reduction strategies listed for ‘oral exam – secure'
Appropriate invigilator training
Keep a record of the interactions including questions and answers
Record the interactive oral
Identity check
Mark calibration and moderation

High

Low

In person practical, skills or performance task

Observation and assessment of live demonstrated practical, skills or performance tasks. Includes tests of clinical, laboratory, field or other skills in supervised environment.

See potential risks listed for ‘practical exam – secure'

See risk reduction strategies listed for ‘practical exam – secure'
Appropriate invigilator training
Identity check

High

Low

In person written or creative task

Observation and assessment of live written or creative tasks

See potential risks listed for ‘written exam – secure' and ‘practical exam – secure' as applicable

See risk reduction strategies listed for ‘written exam – secure' and ‘practical exam – secure' as applicable
Appropriate invigilator training
Identity check

High

Low

Q&A following presentation, submission or placement

Live question and answer session following a live performance, presentation, placement or submission of an artefact.

See potential risks listed for ‘oral exam – secure'

See risk reduction strategies listed for ‘oral exam – secure'
Appropriate invigilator training
Identity check

High

Low

Secure: secure, in-person supervised assessment to validate learning

Placement, internships or supervision - secure

Peer or expert observation or supervision

Live observation by a peer or expert or supervisor on a placement, internship or in another supervised environment.

Impersonation
Student not attending placement

Visit or Zoom call to placement site, at least once during course of placement
Require a mid-way “check” of the student
Require identity check at placement site
Include short interview about placement activities with instructor
Appropriate supervisor training

High

Low

In person practical or creative task

Live observation and assessment of practical or creative tasks on a placement, internship or in another supervised environment

See potential risks listed for ‘written exam – secure' and ‘practical exam – secure' as applicable

See risk reduction strategies listed for ‘written exam – secure' and 'practical exam – secure' as applicable
Require identity check at placement site
Appropriate supervisor training

High

Low

Clinical exam

Live clinical exam on a placement, internship or in another supervised environment

See potential risks listed for 'practical exam – secure'

See risk reduction strategies listed for 'practical exam – secure'
Require identity check at placement site
Appropriate supervisor training

High

Low

Open: scaffolding learning including use of appropriate technologies

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.

Sharing of questions and answers
Collusion between students
External assistance
Automated answer provision by software plugins
Insufficient or inappropriate acknowledgement of generative AI tools

Link to an assessment from the ‘In-class – secure’ category
Identity check
Appropriate invigilation
Randomised questions
Bank of questions
Provide students with clear expectations and help develop responsible use of generative AI tools by including guidelines and discussing with students when their use will not be useful or will be counterproductive to learning
Ensure knowledge tested in secure form of assessment

High

Medium

Out-of-class quiz

Quiz held asynchronously including online. Used for students to practice, apply or gauge their learning.

Sharing of questions and answers
Collusion between students
External assistance
Automated answer provision by software plugins
Insufficient or inappropriate acknowledgement of generative AI tools

Link to an assessment from the ‘In-class – secure’ category
Reduce weighting of quiz
Allow multiple attempts with feedback
Ensure knowledge tested in secure form of assessment
Randomise questions
Bank of questions
Provide students with clear expectations and help develop responsible use of generative AI tools by including guidelines and discussing with students when their use will not be useful or will be counterproductive to learning

High

Medium

Practical skill

Development and application of technical, laboratory, creative, professional or other disciplinary skill in or out of class.

External assistance
Collusion between students
Insufficient or inappropriate acknowledgement of generative AI tools
Plagiarism
Collusion

Link to an assessment from the ‘In-class – secure’ category
Provide students with clear expectations and help develop responsible use of generative AI tools by including guidelines and discussing with students when their use will not be useful or will be counterproductive to learning
Use similarity detection software
Ensure knowledge tested in secure form of assessment

High

Medium

Open: scaffolding learning including use of appropriate technologies

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).

Plagiarism
Collusion between students
Fabrication or falsification of data, information or sources
External assistance
Insufficient or inappropriate acknowledgement of generative AI tools

Link to an assessment from the ‘In-class – secure’ category
Use similarity detection software
Ensure knowledge tested in secure form of assessment
Provide students with clear expectations and help develop responsible use of generative AI tools by including guidelines and discussing with students when their use will not be useful or will be counterproductive to learning
Require a generative AI methods section

High

Medium

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).

Fabrication or falsification of data, information or sources
Collusion between students
Plagiarism
External assistance
Insufficient or inappropriate acknowledgement of generative AI tools

Use similarity detection software
Ensure knowledge tested in secure form of assessment
Avoid reusing past data sets
Provide students with clear expectations and help develop responsible use of generative AI tools by including guidelines and discussing with students when their use will not be useful or will be counterproductive to learning
Require a generative AI methods section

High

Medium

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).

Fabrication or falsification of data, information or sources
Collusion between students
Plagiarism
External assistance
Insufficient or inappropriate acknowledgement of generative AI tools

Link to an assessment from the ‘In-class – secure’ category
Use similarity detection software
Ensure knowledge tested in secure form of assessment
Avoid reusing past case studies
Provide students with clear expectations and help develop responsible use of generative AI tools by including guidelines and discussing with students when their use will not be useful or will be counterproductive to learning
Require a generative AI methods section

High

Medium

Research analysis

The critical examination and interpretation of research data, methodologies and findings.

Plagiarism
Collusion between students
External assistance
Fabrication or falsification of data, information or sources
Insufficient or inappropriate acknowledgement of generative AI tools

Link to an assessment from the ‘In-class – secure’ category
Use similarity detection software
Ensure knowledge tested in secure form of assessment
Avoid reusing past scenarios or data sets
Provide students with clear expectations and help develop responsible use of generative AI tools by including guidelines and discussing with students when their use will not be useful or will be counterproductive to learning
Require a generative AI methods section

High

Medium

Open: scaffolding learning including use of appropriate technologies

Production and creation - open

Portfolio or journal

The production and curation of work samples, documentation, reflections, drafts and/or other evidence and small writing tasks demonstrating development over time.

Plagiarism
Collusion between students
External assistance
Insufficient or inappropriate acknowledgement of generative AI tools
Fabrication or falsification of data, information or sources

Link to an assessment from the ‘In-class – secure’ category
Use similarity detection software
Provide students with clear expectations and help develop responsible use of generative AI tools by including guidelines and discussing with students when their use will not be useful or will be counterproductive to learning
Regular check ins with students
Require a generative AI methods section

High

Medium

Performance

The creation and delivery of live or recorded performance (e.g. artistic, dramatic, musical, etc) work

Plagiarism
Collusion between students
External assistance
Insufficient or inappropriate acknowledgement of generative AI tools
Collusion

Link to an assessment from the ‘In-class – secure’ category
Identity check
Ensure knowledge tested in secure form of assessment
Provide students with clear expectations and help develop responsible use of generative AI tools by including guidelines and discussing with students when their use will not be useful or will be counterproductive to learning
Require a generative AI methods section

High

Medium

Presentation

The production and delivery of live or recorded oral, visual, and/or multimedia communications for specific audiences

Plagiarism
Collusion between students
External assistance
Insufficient or inappropriate acknowledgement of generative AI tools
Collusion

Link to an assessment from the ‘In-class – secure’ category
Identity check
Ensure knowledge tested in secure form of assessment
Use similarity detection software
Provide students with clear expectations and help develop responsible use of generative AI tools by including guidelines and discussing with students when their use will not be useful or will be counterproductive to learning
Require a generative AI methods section

High

Medium

Creative work

The creation and production of original and creative work, including short creative writing tasks

Plagiarism
Collusion between students
External assistance
Insufficient or inappropriate acknowledgement of generative AI tools
Collusion

Link to an assessment from the ‘In-class – secure’ category
Use similarity detection software
Ensure knowledge tested in secure form of assessment
Provide students with clear expectations and help develop responsible use of generative AI tools by including guidelines and discussing with students when their use will not be useful or will be counterproductive to learning
Require a generative AI methods section

High

Medium

Written work

The development and production of structured and/or long form writing (e.g. essay, report).

Plagiarism
Collusion between students
External assistance
Insufficient or inappropriate acknowledgement of generative AI tools
Fabrication or falsification of data, information or sources
Collusion

Link to an assessment from the ‘In-class – secure’ category
Use similarity detection software
Ensure knowledge tested in secure form of assessment
Provide students with clear expectations and help develop responsible use of generative AI tools by including guidelines and discussing with students when their use will not be useful or will be counterproductive to learning
Require a generative AI methods section

High

Medium

Dissertation or thesis

A written manuscript presenting the findings of a substantial original research project. Includes projects completed as part of an honours program.

Plagiarism
Collusion between students
Fabrication or falsification of data, information or sources
External assistance
Insufficient or inappropriate acknowledgement of generative AI tools

Link to a secure assessment such as an oral exam
Use similarity detection software
Require submissions of drafts
Regular check ins with student
Include an in-person component
Ensure knowledge tested in secure form of assessment
Provide students with clear expectations and help develop responsible use of generative AI tools by including guidelines and discussing with students when their use will not be useful or will be counterproductive to learning
Require a generative AI methods section

Very High

Medium

Open: scaffolding learning including use of appropriate technologies

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.

Plagiarism
Impersonation
External assistance
Insufficient or inappropriate acknowledgement of generative AI tools
Fabrication or falsification of data, information or sources

Link to an assessment from the ‘In-class – secure’ category
Use similarity detection software
Require submissions of written scripts
Avoid reusing past debate topics
Ensure knowledge tested in secure form of assessment
Provide students with clear expectations and help develop responsible use of generative AI tools by including guidelines and discussing with students when their use will not be useful or will be counterproductive to learning

High

Medium

Contribution

Meaningful participation in live or asynchronous environments demonstrating knowledge application, peer engagement, and/or advancement of collective understanding.

Plagiarism
Impersonation
External assistance
Insufficient or inappropriate acknowledgement of generative AI tools
Fabrication or falsification of data, information or sources

Link to an assessment from the ‘In-class – secure’ category
Use similarity detection software
Require submissions of written scripts
Ensure knowledge tested in secure form of assessment
Provide students with clear expectations and help develop responsible use of generative AI tools by including guidelines and discussing with students when their use will not be useful or will be counterproductive to learning

High

Medium

Conversation

A structured or informal dialogue demonstrating disciplinary knowledge, critical thinking, and/or communication skills (e.g. seminar discussions, professional interviews, client consultations, etc).

Plagiarism
Impersonation
External assistance
Insufficient or inappropriate acknowledgement of generative AI tools
Fabrication or falsification of data, information or sources

Link to an assessment from the ‘In-class – secure’ category
Ensure knowledge tested in secure form of assessment
Provide students with clear expectations and help develop responsible use of generative AI tools by including guidelines and discussing with students when their use will not be useful or will be counterproductive to learning

High

Medium

Evaluation

Assessment of the quality of one’s own and others’ work by applying criteria to make informed and objective judgements.

Plagiarism
External assistance
Insufficient or inappropriate acknowledgement of generative AI tools
Collusion

Link to an assessment from the ‘In-class – secure’ category
Use similarity detection software
Ensure knowledge tested in secure form of assessment
Provide students with clear expectations and help develop responsible use of generative AI tools by including guidelines and discussing with students when their use will not be useful or will be counterproductive to learning

High

Medium

Open: scaffolding learning including use of appropriate technologies

Attendance - accreditation or faculty requirement

Attendance – accreditation or faculty requirement

Attendance requirements consistent with professional accreditation conditions, or faculty or course resolutions

Impersonation
Forging attendance records

Identity check
Ensure accurate attendance records are kept and validated

Medium

Low

Contact

For advice and support, contact your faculty's educational integrity team.

Office of Educational Integrity
[email protected]

Intranet - The University of Sydney

Staff Intranet

Types of academic integrity breaches

Academic Integrity Procedures

Contact

Identifying and mitigating risks

Summary of assessment types, risks and risk reduction strategies

Types of academic integrity breaches

Academic Integrity Procedures

Contact

Types of academic integrity breaches

Academic Integrity Procedures

Contact