-
Period: to
2025-2026
Laying the Foundation -
Clear rules on AI in Assessment +
Responsible Ai in Education Framework -
(AT) Developed a broader worked out mind map of the Functional Use of AI in Assessment
(CC'd to Chris Frost, Marnie, Amber, Dale and Luke) I’ve just been thinking about the broader picture looking at how we can address the issue of using ‘gates’ to block conditional use of AI according to level. I have tried to work out the parts of assessment that can be utilised by AI, as opposed to those that still place a burden of proof on the student. -
Proposed solutions to 2024 July Student Forum on AI
(Cc'd Chris) Created an extended table that looked at identification of perceived issues and offered proposed solutions to the 5 Key Messages, as feedback, collected from a UQ student survey.
We could then provide these details to better communicate to students what we are doing about these specific issues raised. -
Contacted Dom about Suresh's proposal at Science to use AI in assessment (CC'd Dale) for Marnie
(SCIENCE) Contacted Dom about Suresh Krishnasamy's detailed proposal at Science to use AI in assessment (CC'd Dale) for Marnie - based on the AIAS (The Artificial Intelligence Assessment Scale (AIAS)) framework -
Provided feedback on the AI Teacher's Hub Draft
Provided feedback on the AI Teacher and Student Hub's Drafts (to Dom McGrath and Karen Sheppard) -
Completed benchmarking of Bachelor of Education (Primary) and Bachelor of Education (Secondary)
(HASS) Completed benchmarking:
Bachelor of Education (Primary):
Courses Assessed for Security: 65
Number of Secure Courses: 25 (38%)
Assessments assessed for security: 225
Number of Secure Assessments: 44 (20%) Bachelor of Education (Secondary):
Courses Assessed for Security: 56
Number of Secure Courses: 9 (16%)
Assessments assessed for security: 128
Number of Secure Assessments: 18 (14%) -
AI and Assessment Consultation - Prof. Ulrike Kappler (2-3pm)
(SCIENCE) Discussed AI in assessment items (BIOC3005/7105) - particularly combined AI and non-AI use in the UQ Ripple Assessment, and the Virtual Skills (Wet-Lab) Assessment; provided advice re security viability of assessment. Was asked if I could fix code that she generated using Claude AI (interactive responsive graph) - the code wasn't suitable, however I asked her to send me the code and I was able to send her a fixed version by the end of the day that would work on her Extend site. -
Suggested a way to improve alignment of Learning Objectives with Course Aims
Also, found a way to be provided with suggested example activities/tasks that could be used to suit these missing parts. [Lead through learning post - TEAMS] -
Attended Seminar hosted by DVCA Kris Ryan
Attended Seminar: UQ's Proposed AI and Assessment Approach, and following Workshop: Update on AI advances + innovative AI examples from UQ academics (1-3PM) Student and Teacher Hubs, • Explore UQ's plan to Lead through Learning (2025–2028), to transform assessment, enhance our assessment security and embed discipline-specific AI literacy across the university -
Provided feedback to the SCA Integrity Advice on AI Use in Assessments (2005) - from Amber
Provided feedback to the document - for Amber, Helen Marshall, and Amy Hubble for meeting on 11/2 re: "advice for the School on a new approach to handling AI issues focused on pedagogy rather than as strict policing as we've been following" -
Completed Western Civilisation Courses benchmarking
(HASS) Completed benchmarking of the Extended Major for Western Civilisation (Bachelor of Advanced Humanities)(Honours)
https://programs-courses.uq.edu.au/requirements/plan/WSCIVD2414/2025 Completed benchmarking:
Bachelor of Advanced Humanities (Western Civilisation):
Courses Assessed for Security: 19
Number of Secure Courses: 8 (42%)
Assessments assessed for security: 76
Number of Secure Assessments: 19 (25%) -
CWC Assessment Security Workshop
(HASS) Facilitated an assessment security workshop at The Centre for Western Civilisation, with Christopher Frost and Luke Zaphir, on Assessment Security and AI.
Approx 10 lecturers attended.
Contact: Dr James A. T. Lancaster -
Shared ideas for the development of Group assessments using AI with Assessment Transformation Team
Provided link to ChatGPT prompt which offers suggestions based on ideas from:
AI isn’t a tool, it’s an environment by Josh Thorpe
https://wonkhe.com/blogs/ai-isnt-a-tool-its-an-environment/ Here is the link:
https://chatgpt.com/share/67abd462-a7a4-800c-8f5c-8dedd2bcd526 -
Attended HASS BA Review Working Party - Meeting 1
10am-11:30am
Introduced myself to participating course convenors and in supporting group discussion activities -
Doing Benchmarking for Bachelor of Science Courses
(SCIENCE) Completed benchmarking:
Bachelor of Science:
Courses Assessed for Security: 67
Number of Secure Courses: 40 (60%)
Assessments assessed for security: 244
Number of Secure Assessments: 75 (31%) -
Attended 2025 AI in Higher Education symposium (on Zoom)
This was an all-day University of Sydney event. Attended several workshops in different streams -
Essential Recommendations for Educators to Improve Integrity in AI-Influenced Assessments and Activities
Developed (14/2/2025) and shared with LD (Assessment Transformation) (17/02/2025) Teams channel. /Dom/Christine -
Consultation: Dr. Suraiya Abdul Hameed / (Chris Frost)
Support for the Master of Educational Studies
- Chris Frost in attendance -
Attended (HASS) SoSS T&L Committee meeting 2025 - 1/6
Rebecca Olsen chaired. Introduced to SoSS TL Committee members/course convenors, and Rebecca covered the Lead Through Learning Plan, and assessment, AI, and in-class examinations policy review. -
Created a UDL-Informed Assessment Checklist for the Faculty of Science
This checklist incorporates the principles of Universal Design for Learning (UDL) to ensure that assessments are inclusive and accessible to all students. -
Created OneNote plan for Year 1 LTL Tasks (SCIENCE)
Created a space for each project within OneNote (see the tabs) within HASS TEAMS (Lead Through Learning) for us to structure tasks and add any relevant content ongoing any stage. It'll be a good place to start and we have an accessible area to place in any any in information and record our tasks and progress. -
Completed benchmarking of Master of Science
-
Created Excel - An Analysis of Assessment Types and the Problem-solving of Assessment Security while also Attending to Inclusive Assessment
This provides a worked overview of Assessment Type characteristics, potential type issues, two columns of Recommendations and 5 consideration areas (related to Inclusive Assessment from HASS to consider). -
Created ongoing Activity and Assessment Database of good examples for HASS/SCIENCE
Began collecting examples of Assessment Types (in HASS SCIENCE) identified as 'Good Examples' (i.e. either Secure or Non-Secure, Pedagogically excellent, incorporates elements of inclusivity, etc.) for reference for HASS and SCIENCE Benchmarked courses (those already benchmarked) -
Completed review of SECaTs for Bachelor of Science 2024 T2 Courses
Flagged key course issues/areas for further investigation/review (based on combined areas of Strongly Disagree and Disagree of over 20%) for 'Understand Aims and Goals, Intellectually Stimulating, Well-Structured, Learning Materials Assisted, Received Helpful Feedback, and Learned a Lot'. Provided recommendations for area for review and highlighted those few that appear to need urgent attn./changes. -
(ITaLI) Shared benchmarking setup to Assessment Transformation LD Team
Gave a short tutorial to AT LDs to suggest how they may start to do assessment security benchmarking -- by utilising a script that Christopher Frost (HEAD CHEF) developed from HASS. I have also applied this to SCIENCE for doing benchmarking for those courses. -
Collaborated in HASS School of Education Lead Through Learning Introductory Workshop
Included presenting an overview of the Lead Through Learning Plan, What is Secure Assessment, fielding questions and providing feedback, Example Course with Issues and Recommendations, discussion about collaboration and dissemination of good examples. -
Attended HASS Integrity Community of Practice
First Integrity CoP for HASS -
Completed review of SECaTs for Master of Science 2024 T1/T2 Courses
Flagged key course issues/areas for further investigation/review (based on combined areas of Strongly Disagree and Disagree of over 20%) for 'Understand Aims and Goals, Intellectually Stimulating, Well-Structured, Learning Materials Assisted, Received Helpful Feedback, and Learned a Lot'. -
Completed review of SECaTs for Master of Educational Studies 2024 T1/T2 Courses
Scanned courses in SECaT quantitative results to look for any issues. Most of these courses were identified to have no issues whatsoever in this scan. -
Period: to
2026-2027
Scaling Integration:
- Embedding AI literacy + Monitoring secure assessment across all programs +
Students and AI Survey repeated -
Period: to
2026-2027
Refining and Adapting:
Monitoring AI literacy and secure assessment across programs +
Learning from AI innovations