Guidelines for the Use of Artificial Intelligence (AI) in Assessment at The Faculty of Psychology
The Faculty of Psychology has established a framework for the use of artificial intelligence (AI) in assessment. The framework is intended to ensure that students’ competence is evaluated in an academically sound and fair manner at a time when AI tools are easily accessible. The use of AI is regulated through a category system (0–4), where each category specifies what type of AI use is permitted in a given assessment situation. The categories build on one another, meaning that what is allowed in a lower category is also allowed in all higher categories. The choice of category is made by the course manager and must be adapted to the learning objectives and the type of competence being assessed.
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Category system for AI use in assessment at The Faculty of Psychologytet
| Category | Description | Documentation |
0 No AI use | All parts of the work shall be done by the student without the use of AI. This includes preparatory phases such as brainstorming, inspiration for topic and choice of research questions. Example formulation in exam assignment: "This assignment shall be solved without use of AI tools (category 0). All text, argumentation and reflection shall be your own work. You shall also not use AI in preparatory phases such as brainstorming."
| If relevant the student is asked to confirm that no AI has been used in a self-declaration upon submission. Example: "In this assignment, AI tools have not been used." |
1 AI for brainstorming and initiation | AI can be used as support for general activities such as searching for information, gaining overview of a topic and relevant issues, as a conversation partner in work with the subject matter, and to discuss angles and presentations of academic topics.All text and all parts of the final submission are produced by the student himself/herself. Example formulation: "You may use AI for brainstorming and to gain overview of the topic (category 1), but all text in the submission must be written by yourself." | The student confirms that all text in the submission is written by the student. Example of student description: "I used ChatGPT to get an overview of formative and summative assessment forms. This helped me structure my reading of the curriculum. No text from AI is copied into the submission." |
2a AI for language editing and translation | AI tools can be used to improve the student’s own text through proofreading, language editing, text improvement and translation.All academic content, all arguments and all reasoning must be the student’s own. Example formulation: "You may use AI to improve and translate your own text (category 2a), but all academic content and argumentation must be your own. Describe use of AI in an appendix." | Example student description: "I used Claude to improve the language in the literature review. English is my third language and I wanted my arguments to come across clearly. I reviewed all suggestions critically. The content and argumentation are my own." |
2b AI for visual presentations and technical tools | AI tools can be used as support for the presentation of academic content based on own data, results or analyses (figures, graphs, tables and code).The student is responsible for the submitted result and must carefully evaluate all AI-generated content. Example: "You may use AI to make figures, graphs and tables, and to generate code for analysis (category 2b)." | Example documentation: "I used ChatGPT to generate R code for a regression figure. I verified correctness by comparing it with my own analysis. The interpretation is my own." |
3 AI for analysis and interpretation (limited) | AI can be used as a support tool to analyze and interpret academic content, but the student must always have the main responsibility for analysis and interpretation. Example: "You may use AI as support for analysis (category 3), but you must always conduct an independent analysis first and critically assess all AI suggestions." | Example documentation: "I first analyzed the material manually and then used ChatGPT to check patterns. Some suggestions were rejected after evaluation. Final interpretation is mine." |
4 Full AI integration | AI can be used throughout as support for the work, as a “co‑pilot”, in order to fulfill the criteria set for the assessment.The student is responsible for the submitted result and must evaluate all AI content critically. Example: "You shall use AI as co‑pilot (category 4) and document the process." | Documentation must include tools, prompts, use in each phase, critical reflection, own contribution, and rejected suggestions. |