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Prevent and discourage prohibited use of generative AI

Preventive measures have the purpose of discouraging students from using generative AI in a dishonest way, mostly with clear communication and by putting less pressure on the students. However, the most important preventive measure is to create a culture among students at KTH where cheating is not even considered an option.

When you are planning your course you should consider preventive measures, for example, by varying or adapting your examinations. To make an informed decision on what preventive efforts to carry out, you need to consider the best approach to generative AI for your course. Decide your approach to generative AI .

Note that these measures are general and long-term. You will need to adapt and iterate them to fit into your course and your approach to generative AI.

Preventive measures

There are several preventive measures that you can take when you are planning your course and examination. If the following efforts are not possible to carry out in your course – maybe hindering measures works better? Hinder and detect prohibited use of generative AI .

Clearly explain course assessment and learning outcomes

If the students understand what is expected of them and how they will be assessed, it reduces their experienced need for external (prohibited) help. Uncertainty regarding this can lead to more students taking actions that are not allowed to get a passing grade. Therefore, it is a good preventive measure to communicate learning objectives and how they will be assessed clearly and early in the course.

Vary the forms of examinations

Proctored written classroom examinations are not the only way to prevent the use of generative AI to cheat and mislead. KTH advocates diversity in examination forms, and many are no more vulnerable to cheating with the help of generative AI than written classroom exams. Some examples are:  

  • Oral examination.
  • Examination in seminar form with problem-solving on the blackboard.
  • Supervised digital examination using Safe Exam Browser (KTH Digicertus Exam).

Consider if it is possible to vary the examination forms in your course using these examples, or using other examination forms you can think of. These examination forms can also be advantageously utilized as a continuous assessment during the course rather than as a comprehensive final examination.  

Divide your examination into several smaller exams

One final comprehensive examination is more vulnerable to cheating than several smaller ones, as students only have one chance to succeed. By dividing your assessment into several smaller exams, you reduce the pressure on students, which may reduce cheating.

This approach also lends itself well to continuous assessment throughout the course, which has many other advantages. For example, students get better insight on their continuous learning.

Foster a culture that does not use generative AI to cheat

The most important preventive measure is fostering a culture where students do not perceive using generative AI to cheat as an option. This is also the best long-term approach. The students at KTH are here to learn and get the right skills for their future. We must assume that students know this and that most do not want to cheat. However, prohibited help has become more accessible with the introduction of generative AI. Therefore, we must continuously work together to foster a culture that puts learning first, where cheating is not perceived as an option. There are a few different actions you can take to help develop this culture:  

  • Discuss academic integrity and KTH’s ethical guidelines with your students. The ethical guidelines in each course plan states: "In any assessment, every student shall honestly disclose any help received and sources used.". Remind your students of this and have an open discussion with them about generative AI and your specific course.
  • Emphasise that the examination in itself is a learning opportunity. By cheating, they actually miss an opportunity to deepen and fortify their knowledge.
  • Discuss with the students why the process is important and not only the final product.
  • Discuss when and why it might be helpful to use generative AI and compare it to when it will not be helpful, but rather prohibited.
  • Point out that they are here to learn, and cheating will hinder this process.
  • Point out the risk for students to become too reliant on using generative AI. This might make them less able to think critically, solve problems or argue and reason. Hence, if they continuously overuse generative AI, they might not get the right skills to be equipped for their future.

Further reading