Beyond AI-written and AI-marked assignments: Researching and Designing Principles for Responsible AI Use by Assessors as part of a Collaborative Assessment Ecosystem - Isabel Fischer
The workshop built on an earlier session exploring AI and education, with a clear focus on advancing Warwick’s interdisciplinary research in AI and assessment. Rather than being solely teaching-focused, it used educational practice as a springboard for research, drawing on developments across the Russell Group to explore the responsible use of AI in diagnostic, formative, and summative assessment. Over 40 participants—including academics, professional services, and student representatives—collaborated to co-develop draft principles for AI use in marking and identify future research directions. The workshop fostered a vibrant research community, strengthened interdisciplinary networks, and produced outputs that have informed institutional strategy. Follow-on funding supported the implementation of key ideas in a formative feedback tool, further demonstrating the research-led nature of the initiative.
Project Outcomes:
- Developed Draft Principles
- Implemented suggestions in AI Essay Analyst
- Enhanced interdisciplinary collaboration and networking
Extract of an email from Gwen van der Velden (17 July 2025):
"May I just thank you for the session on institutional AI principles you have provided recently. As you know, I couldn't make it myself, but my friend and colleague Justine Mercer did and was hugely enthusiastic. Your materials (and the principles) are being shared within our department now. Great impact!"
The results of the workshop have been published in the Times Higher Education - read the article How should assessors use AI for marking and feedback?
