Welcome to our webpage on writing a GenAI Statement to set your expectations around GenAI use in your course. Here, we explain why it is important to create a GenAI Statement and provide a set of steps for drafting your own, including a GenAI Assessment Scale to use as a framework.

Please explore the links below to find specific information you are looking for on this page.

Why write a GenAI Statement?

As expectations around use of GenAI can vary from discipline to discipline, or even module to module or assessment to assessment, it is important to set clear expectations for students regarding what is considered authorised or unauthorised use of GenAI in your particular context. Taking this a step further, explain why you have chosen this approach to GenAI, relating this to what you are assessing in a particular task. Having a robust GenAI statement provides useful clarity and transparency for students regarding the expectations of your assessment and can reinforce learning outcomes and skill development relevant to your context.

Steps for Writing a GenAI Statement

To create your statement, follow these steps, writing a few lines for each step. The questions under each step act as prompts for reflecting on that step. Not all of these questions may be relevant to your context and you do not need to answer each one directly, but may consider them more broadly in your response to that step.

1. Consider and articulate the purpose of the assessment.
   • What are the goals of the assessment?
   • How does it relate to the module Learning Outcomes?
   • How is this reflected in the rubric and the way marks are distributed?
2. Decide how much, if any, GenAI use would be acceptable.
   • Review the GenAI Assessment Scale below and consider which category of GenAI use best fits your module. This scale is included as a guide for considering different types of GenAI use and how you might articulate these to students. It is important to add in the specific details of your expectation to make it as clear as possible for students.
   • What might this look like given your specific assessment?
3. Tell your students why you have chosen this category. Consider:
   • Are there core skills or processes that your students need to demonstrate on their own?
   • Can the use of GenAI be beneficial for aspects of the assessment when used responsibly?
   • If you are integrating GenAI into the assessment, what do you expect them to learn from using it?
4. If you allow some level of GenAI use, explain how students should acknowledge and document this. Consider:
   • Do they need to use a specific referencing style?
   • Should they write a brief statement of use? See Acknowledging Use of GenAI for an example.
   • Do they need to provide screenshots of GenAI output?
   • Should they submit an original version of their work and a GenAI-edited version for comparison?
5. Combine steps 1-4 into a module or assessment-specific GenAI statement to clarify the place of GenAI tools in your module/assessment. Discuss this with your students and ensure that it is accessible in your Canvas module and as part of assignment briefs.

GenAI Assessment Scale

This GenAI Assessment Scale is an adapted version of Perkins, Furze, Roe & MacVaugh (2024) and (2026). The Artificial Intelligence Assessment Scale (AIAS). Available at: https://aiassessmentscale.com/ [Accessed 17 Aug. 2026].