There is a three-tier categorisation for using Generative AI (Gen AI) in taught student assessments.
The three categories of red, amber and green are not rigidly defined. They are intended to create a shared understanding between staff and students of how to use Generative AI tools in a particular assessment, by how much and at what stage of the assessment process.
Teaching staff may use the categories to design and set assessments. Students may use them to complete assessments in ways that will optimise – rather than damage – learning. For example, the University's proofreading policy permits the use of dictionaries, thesauri, spelling and grammar-checking software, even where these are powered by Gen AI.
Regardless of the category, you should always take a critical approach to the use of any output from a Generative AI tool. Gen AI tools can create content that is superficial, inaccurate, not peer reviewed or academically rigorous. Outputs are often without any academic sources underpinning their content. So, you should always analyse and verify the information Gen AI tools provide, rather than accepting it at face value.
