AI misuse definition | NCFE

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AI misuse definition

This is defined as artificial intelligence (AI) use which signifies a lack of independence – for example, using AI to generate or significantly change work where a learner is required to submit their own independent work and thinking.

This includes:

  • Direct copying – submitting work which is copied or paraphrased from AI-generated content without adequate personal input.

  • Unauthorised assistance – using AI tools to help with tasks which are directly related to assessment objectives. For example, if a learner is being assessed on structure of an essay, then AI must not be used to help structure the essay. Assessments objectives must be demonstrated independently by the learner.

  • Disclosure – Not accurately disclosing the use of AI tools in the creation of submitted work.

  • Referencing – When generating information or creative media from a generative AI source, learners must understand that outputs are based upon an individual’s original work. This should be appropriately credited by full and accurate referencing.

  • Verification – Information gathered from generative AI being used without checking sources are accurate or do not accurately reflect the content/intent of the referenced material.

For more detailed information or examples of misuse, please see the JCQ guidance.

Examples of where AI use would be permitted in an assessment with internet use:
  • Research: Learners may use AI to gather initial potential sources for project research.
  • Example prompt: “Help me find recent research studies on customer service improvements in the retail sector.”
  • Considerations: Learners must independently check the accuracy and relevance of the AI-generated data and they would need to check that it met the project criteria. Appropriate referencing should take place as well as a log which includes how AI was used in the process and the steps taken to validate the data.

  • Creative brainstorming: AI could be used for generating initial ideas or creative prompts for use in google for an art course.
  • Example prompt: “Generate a list of innovative design concepts for sustainable urban living.”
  • Considerations: The final art piece must reflect the learner’s original thought, skill and consideration. They would need to document the process from AI-generated ideas to the final design highlighting their personal contributions and developments.

  • Practical skills: AI could be used to support ideas for video editing or sound engineering by suggesting improvements.
  • Example prompt: “Suggest ten editing transitions that could enhance the flow of a video project.”
  • Considerations: This would be an appropriate use of AI as the skills would still need to be applied to the learner’s own project. However, for a more generic task this same prompt may not be as appropriate if marks for ‘idea generation’ were given. It is important to consider what is being assessed to determine appropriate AI use.