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AI-assisted Grading and Feedback: Why “Approved Tools” Are Not the Whole Compliance Story
Lately, I’ve been chatting with colleagues about the ethics of AI-assisted grading and feedback. Questions about using generative AI (GenAI) tools to grade or generate feedback are often motivated by a desire to act ethically and remain compliant with policy. They also reveal uncertainty about copyright and other policy grey zones.
Read MoreAcademic career progression: which activities and achievements should be rewarded?
Background The question I’m asking here is about academics and early career researchers (ECRs): when evaluating individuals for appointments, career promotions, and rewards (sabbaticals, pay rises, bonuses, etc.), are institutions focusing on the right criteria (Allen, 2025, February 25)?
Read MoreElevating Integrity in the Age of AI: Reflections from ICAI 2026
Conferences often leave you with two things: new ideas and renewed energy. The recent ICAI conference certainly delivered both. With around 150 delegates attending sessions exploring the rapidly evolving world of artificial intelligence and academic integrity, the event created space for critical conversations about how higher education can respond thoughtfully and ethically to technological change.
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