Assessment malpractice policy

Purpose and definitions

Purpose

The procedure applies to all learners studying with InspireU. The purpose is to make learners aware of:

  • the seriousness of malpractice
  • the possible consequences of such misconduct

Definitions

The following are categories of assessment malpractice:

Cheating

This is any irregular behaviour during exams, for example:

  • unauthorised possession of notes
  • communicating with, or copying from another candidate
  • using programmable calculators or other equipment when this has been forbidden
  • unauthorised obtaining of exam papers
  • unauthorised  possession and use of forbidden items. This is identified in unauthorised item poster displayed

Collusion

This includes situations where a learner:

  • completes work with someone else but submits it as entirely their own for assessment
  • collaborates with someone else to complete work but submits it as entirely the other person’s work

Misleading material

This includes:

  • presenting data which has been invented or obtained by unfair means
  • re-submission in whole or in part, without proper acknowledgement, of any work for which the learner has already gained credit as part of the same or another award
  • false declaration of authenticity in relation to the contents of a portfolio or coursework

Plagiarism

This is presenting someone else’s thoughts, ideas, writings or images as one’s own. Examples of plagiarism include:

  • the inclusion of quotations from published works, without properly acknowledging the source
  • summarising another person’s published material by simply changing words or altering the order of presentation, without proper acknowledgement
  • copying the work of another learner with or without that learner’s knowledge or agreement. In the former case, both parties are guilty of plagiarism

Use of AI

AI use refers to the use of AI tools to obtain information and content which might be used in work produced for assessments, leading towards qualifications. Learners should be able to:

  • demonstrate that any work submitted for assessment is their own
  • complete the declaration to state so

The following must be made clear to learners:

  • the use and misuse of AI
  • the consequences of using AI in their work without acknowledgement

Teachers should:

  • be confident in their explanation of AI
  • be able to identify possible use

AI misuse occurs when:

  • a learner uses AI tools without proper acknowledgment, and
  • has submitted work for assessment when it is not their own

Examples of AI misuse include:

  • copying or paraphrasing sections of AI-generated content so that the work submitted for assessment is no longer the learner’s own
  • copying or paraphrasing whole responses of AI-generated content
  • using AI to complete parts of the assessment so that the work does not reflect the learner’s:
    • own work
    • analysis
    • evaluation
    • calculations
  • failing to acknowledge use of AI tools when they have been used as a source of information
  • incomplete or poor acknowledgement of AI tools
  • submitting work with intentionally incomplete or misleading references or bibliographies

If learners have used AI within their work, they must acknowledge this in the following way:

  • appropriate referencing: they must show the name of the AI source used and the date the content was generated. For example: 'ChatGPT 3.5 (https://openai.com/ blog/chatgpt/), 25/01/2024'. The learner must retain a copy of the question(s) and computer-generated content for reference and authentication purposes, in a non-editable format (such as a screenshot). They must provide a brief explanation of how it has been used
  • acknowledge its use, and clearly identify where they have used it within their work

When marking work where AI use is acknowledged and there are no concerns of misuse, the assessor must still ensure that if the learner has relied on AI and hasn't independently met the criteria, they are not rewarded. Where such AI use has been considered, clear records should be kept. Particularly where this has had an impact upon the final marks or grades awarded by the assessor. This provides feedback to the learner and provides clarity in the event of:

  • an internal appeal, or
  • the work being selected for moderation or standards verification

Further information for use of AI in assessment can be found on the JCQ website.