Using AI at Queen's

AI use is explicitly prohibited for these assessments. This will typically apply when the purpose is to evaluate unaided student ability. We acknowledge that outright prohibition cannot be effectively enforced outside of controlled settings, and we expect that assessments within this Category will take place within a controlled environment. This need not be limited to closed-book exams and formats such as vivas or observed practical/lab-based tests are recommended. 

In this category, AI is positioned as a tool to actively enhance the learning process itself. Students are encouraged to use AI to deepen their understanding, explore ideas, and develop their skills. However, the core ideas, analysis, and final submission must be the student's own. The emphasis here is on AI as a means of strengthening learning, not simply producing outputs, ensuring that the assessment process itself contributes to student development. 

This category is expected to cover the majority of coursework. When AI is used under Category 2, assessment briefs should provide clear and specific guidance on 1) how and where AI may be used to support learning or preparation, and, 2) how and where AI may not be used, particularly where reliance on AI would undermine learning or otherwise would be detrimental to the student.  

In this category, AI use is required and forms part of the intended learning outcome. In these assessments, students are expected to engage with AI tools as part of completing the task, and will be evaluated on their ability to use them effectively, critically, and responsibly. The use of AI will be reflected in the assessment criteria, supporting the development of key skills in digital literacy and employability.