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1. Origin and Use of the Handout
The handout “Artificial Intelligence in Teaching and Assessment Contexts” was developed by the interdisciplinary working group “Generative AI in Teaching and Research” on behalf of the University of Tübingen (UT) Deans and the President's Office”. It was agreed with the faculties and approved by the President's Office on April 30, 2024.
The handout is not a legal opinion. It outlines framework conditions and options for the use of generative AI in teaching and assessment contexts, and serves as a basis for information and / or decision-making on the possibilities of implementation, opportunities and risks of AI for all teachers, examiners and module coordinators at UT in the respective subject context.
2. Generative AI in Teaching Contexts
University teaching must adapt to technological developments in terms of content and didactics in order to promote future-oriented skills (future skills, AI literacy) and, above all, to prepare students in the confident use of AI. The teaching staff at the UT is encouraged to test the potential of AI in collaboration with the students.
On the one hand, AI can enable the rapid creation and adaptation of teaching materials, promote diversity-oriented teaching and learning methods, and support automated communication and feedback processes. On the other hand, it is important to recognize the limits and risks of AI and to provide students with guidelines for its responsible use. A critical and constructive approach to AI takes into account academic integrity / good scientific practice, copyright and authorship, data protection, equal opportunities and deskilling.
3. Generative AI in Assessment Contexts
The existing framework examination regulations (KRPO/BRPO/MRPO) do not current-ly need to be amended as they already allow for the use of AI as a tool.
The handout outlines various forms of assessment and the challenges that the use of AI entails. Decisions on the specific possible uses of AI in assessment contexts must be made on a subject-specific basis, whereby the autonomy of the student's performance and the learning and qualification objectives remain decisive. In addition, the use of AI may be defined as a qualification objective in its own right and tested as a competency. Permission to use generative AI may necessitate a revision of the examination content and formats.
The permitted use of generative AI must be clearly communicated to students prior to the examinations. This includes the specification and joint discussion of guidelines for documenting the use of AI as well as a corresponding declaration of academic integrity in order to ensure the transparent and fair assessment of student performance.
