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Absent a university-wide, faculty-wide, or program-wide AI policy, it is up to individual instructors to decide whether students are allowed to use AI in learning and assessment tasks, and if so, in what specific ways.
Whether AI use is allowed, which tools are permitted, and how they may be used should be specified in the course AI policy, to be included in the course manual and discussed in the classroom. Students should be instructed on how to report AI use.
Unauthorised AI use in assessment products must be treated as fraud. Since AI use may not be reliably detected, teachers must speak of ‘suspected use’. AI detector reports, the product, and importantly, a follow-up oral inspection may be used as evidence to be presented to the Examination Board.
Teachers may opt for various strategies to ensure the validity and reliability of assessment, which comprise both the exclusion and the inclusion of AI in assessment tasks.
AI tools cannot be used to automatically grade students but, in specified cases, they may support teachers in speeding up the grading process.
Similarly, AI tools cannot replace teachers’ formative assessment (feedback), but they can be a valuable component of a broader strategy for feedback processes.

🔗 Useful link: Consult the webpage of the UT Examination Boards on fraud in the context of GenAI use for up-to-date assessment regulations related to AI.