Using AI in learning and assessments

Using AI in learning and assessments

Learn how to appropriately utilise AI within learning and assessments.

At RMIT, we believe AI will play a role in the future of life and work. We want students to learn how to use it responsibly to ensure they're equipped with the understanding and capability to navigate an AI-enabled world.

While students can use AI in their learning journey, it’s important to remember that AI-generated content isn’t a replacement for original thinking and independent research.

What to know when using AI

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Learning can be hard and that’s normal. Struggling with an idea, getting it wrong and figuring out why is how you develop your understanding. 

Turning to AI for the final answer skips the friction and can stop tangible learning from taking place. These gaps in understanding may be noticeable to the subject matter experts who review your work. 

To use AI well, you need to put your own learning first. That means: 

  • Plan – be clear on what you’re trying to learn and how AI can help 
  • Check – make sure you understand the idea – not just have an answer 
  • Reflect – review what worked and how you can adjust your approach for next time.

Learning how to responsibly use AI tools means understanding the risks involved. Carefully evaluate outputs and look out for:
 
  • Incorrect information – outputs could sound confident but include made up or incorrect answers
  • Made‑up references – AI could hallucinate sources and provide you with fake citations
  • Hidden rewriting of your work – receiving sections of your work back that are re-written when you only asked for feedback
  • Privacy issues may rise if you paste personal or confidential information, whether your own, or that of any clients or businesses you may be working with as part of your learning.

Submitting AI-generated work as your own, or using AI to bypass required skills, may breach academic integrity requirements. The same shortcuts cost professionals too; AI misuse has triggered contract and professional standards breaches, fines, and reputational harm. 

Using AI in learning

Understanding a concept means more than being able to define it. Take key ideas from readings, lectures and other valid source material and expand your knowledge, try to: 

  • Explain them in your words – if someone asked me to describe this, what would I say?
  • Link them to topics you already understand – what does this remind me of? 
  • Apply them – how could I use this in my assessment? 
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You can incorporate AI by using it to refine your approach to learning. Try using the prompts below to experiment with different learning methods. 

Reflect on how you learn 
  • Prompt: I struggled with [topic]. My approach to learning it was [detail approach]. Ask me three questions, one by one, to help me reflect on why I found it hard to learn.
    • Refine: Guided by this, suggest how I can adapt my approach if I'm not retaining the information.
  • Prompt: I'm studying [topic]. Help me explore different learning techniques that will enable me to better understand [concept].  
    • Refine: I would like to learn how [learning technique] could help me understand [concept]. Provide specific tips in dot point form.
Trial different ways of learning
  • Prompt: Turn this concept [detail concept] into a visual-style explanation I can imagine (e.g. diagrams described in words).
  • Prompt: Explain [concept] in three ways: a simple summary, a real-world example, and a step-by-step breakdown.
  • Prompt: Create a short quiz to test my understanding of this topic.
  • Prompt: Create a role-play scenario to practise a concept in a realistic situation.

Important: AI is not an academic source

AI can help you check your understanding, but it can be incomplete or wrong. Always check against your lectures, readings and other approved sources.

Develop your understanding by asking for different explanations

When a concept won't click, you can use generative AI to explain it differently. Trial asking for different types of explanations to help your understanding. You could direct it to use simpler language, create an analogy or break an idea down into steps.

  • Prompt: Explain [concept] in plain language, then again with a bit more depth.
    • Refine: I still don't understand [part] – explain it another way, using an everyday example.
Test your understanding by pretending it's a student

Explaining an idea in your own words can help to expose any gaps in your understanding . You can ask generative AI to play a curious student who keeps asking "why". Your job is to keep providing a clear explanation.

  • Prompt: You're new to [topic]. I'll teach you [concept] – ask me a naive follow-up question after each point I make.
    • Refine: Once I'm done, point out anything I got wrong, skimmed over, or explained in a way that didn't quite make sense.
Solidify your understanding by having it test you

Mistakes often come from mixing up ideas that seem similar. Train yourself to tell them apart by asking generative AI to mix examples together and then you decide which concept applies to each one. This builds your ability to spot the differences.   

  • Prompt: Give me [concept A] and [concept B] side by side, then show me three examples in random order and ask me to identify which is which, one at a time.
    • Refine: For each one I get wrong, explain the cue I should have picked up on.
Deepen your understanding by asking for practice questions

Studying a topic over several short sessions improves retention more than trying to learn everything in one intensive block. Use generative AI to make a short set of practice questions, then revisit the topic every few days and request a new set of questions. Continue to use course material to check your answers. You may notice you’re able to spot and correct hallucinations in AI outputs as you as you revisit the same topics over time.

  • Prompt: Create five practice questions on [topic] at [introductory / intermediate / advanced] level. 
    • Refine: Mark my answers, then give me a new set that focuses on what I got wrong – I'll come back in a few days to try again.
Apply your understanding by having it create simulations

Ask generative AI to take on a role and run a realistic scenario, so you test your skills at applying a concept instead of just recalling it – a client, patient, colleague or historical figure you have to respond to. 

  • Prompt: Act as [role, e.g. a client / patient / opposing counsel]. Put me in a realistic [discipline] scenario involving [concept] and respond to my decisions as they come. 
    • Refine: At the end, step out of the role and tell me where my reasoning on [concept] was strong and where i could improve.

Tip: Val's Imagino persona can run role-play simulations or create scenarios. Use it to practice what to say or do in different situations. 

Launch Val

Using AI in assessments

Being able to evaluate what is being asked and respond with an idea or argument developed using your knowledge is a critical skill. Before reaching for generative AI, unpack the assignment instructions and consider what your unique approach could look like.

Quick guide: AI in assessments

Before using AI in an assessment:
  • Check the rules in your assessment brief, Canvas and course guide (AI rules vary by course and task)
  • If it’s not clear, ask your course or program coordinator for advice before using
  • Use AI as support only, not a substitute: you must submit work that reflects your own understanding
  • Verify everything: AI can be inaccurate, outdated or make up references. Keep note of what you used (tool, date, purpose) so you can disclose, reference and appropriately consider how it performed for your particular use. 

You are responsible for the final submission, including accuracy, originality and compliance with academic integrity requirements.

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Use it to improve how you approach learning and assessments

Use AI to review how you normally work, identify bottlenecks (e.g., leaving research too late), and propose small changes that save time.

  • Prompt: I want to make the way I complete my assignments more efficient. I’m working on a [assessment type] due in [timeframe]. Ask me 5 questions about how I usually approach similar tasks one at a time, then suggest 5 practical improvements to my workflow after I've answered all the questions.
Use it to prioritise competing tasks

Use AI as a sounding board to plan out your work and decide what to do first. 

  • Prompt: Here are my assessments and due dates: [list]. Help me prioritise and create a schedule that avoids last-minute pressure. Highlight the busiest week and suggest what to do earlier.
    • Refine: Challenge my priorities: what am I undervaluing, and what could I defer without increasing risk? Explain the trade-offs.
Use it to break assessments down into smaller tasks

Use AI to unpack your assessments and structure them into smaller, more manageable tasks. 

  • Prompt: Break this assignment into stages from start to submission. For each stage, include a clear output (e.g., ‘annotated bibliography drafted’, ‘outline approved’). Assignment brief: [paste]. Due date: [date].
    • Refine: Now build a weekly plan around my available times: [days/times]. Add buffer time and a midpoint checkpoint to confirm I’m meeting the timeline.

Use it to unpack key terms

You could use AI as a thought partner to help you decipher the instructions of an assignment.

  • Prompt: Identify the key instructional verbs in this assignment (e.g. analyse, evaluate, compare) and explain what each verb requires in an academic context.
    • Refine: How should [instructional verb] shape my response when writing about [topic]?

Tip: Depending on your field, the same verb can carry different expectations. "Discuss" in a law assignment often means structured argument with precedent; in a design brief it might mean reflective exploration. Once you've identified the key verbs, cross check with resources from your own discipline to see how they apply.

Use it to create a submission checklist

You could use AI to help you create a checklist to ensure you've covered all the assessment requirements before submitting.

  • Prompt: Create a pre‑submission checklist including structure, content requirements, referencing style and formatting. 
    • Refine: Are there any other important elements that I should consider before submitting my work?

GenAI will sometimes create resources when explicitly asked not to.

It is important to critically evaluate all outputs against your course material. 

Use it to challenge your assumptions

Test if your ideas are coherent. 

  • Prompt: Based on my argument outline: [paste], identify (1) assumptions I’m making, (2) gaps in reasoning, and (3) places where I need evidence. Present the output as a checklist.
    • Refine: For each gap, suggest what type of evidence would address it (e.g. peer-reviewed study, government report, dataset).
Use it to build your critical thinking skills

Explore your own idea from another perspective to deepen your understanding.

  • Prompt: My argument is [outline argument]. Act as my opposition during a debate and provide a counter argument and a rebuttal. 
    • Refine: Identify the elements in my argument that make it easy to discredit but don't reveal to me what they are. Ask five questions, one at a time, to check my understanding of the gaps. After I have answered, suggest one change I can make that would make my argument stronger.

In tertiary education, it's important to develop the ability to independently research. It enhances your ability to engage in the critical reflection, synthesis and evaluation of material and helps develop high level communication skills. 

Visit Gen AI and your research and thesis for more information on how to use AI tools critically while still developing your research capabilities.

Acknowledging and referencing AI use

If you use AI tools in your assessment, you must acknowledge them, and if you paraphrase or quote AI‑generated content, you must provide a proper reference. View the Artificial intelligence (AI): acknowledgement and referencing guidelines.

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Important: asking about AI use is not an admission of guilt

Clarifying expectations surrounding AI use is encouraged and part of the learning process.

What does 'acknowledge' mean?

In some assessment tasks you may use AI to assist in the creation of your work, but don't directly include AI‑generated content in your final submission. Any use of AI in relation to an assessment requires acknowledgment . You may be asked to include any AI Generated content, iterations or critiques you used to develop your work in your final submission.  

  • Brainstorming: using AI to discuss and develop ideas
  • Clarifying understanding: using it to explain your interpretation of a reading or concept
  • Generating content: creating tables, figures, imagery, or code for an assessment.
  • Proofreading and editing: receiving feedback on your writing and advising the grammar, formatting, structure, or flow of your writing. 

For details on the expectations of acknowledging the use of AI within your assessment, consult your Course Guide or Course Coordinator. 

How to acknowledge AI

Quick guide: acknowledging AI

  • Check your assessment task instructions for specific advice
  • Keep a record of what/how AI has been used in the creation of your work, including:
    • the prompt used
    • the outputs generated
    • how the generated content was used in your work.
What to include

Your acknowledgement should state:

  • How you used the AI tool
  • The name of the tool and its creator
  • The year the AI content was generated.

There is no requirement to include version numbers or access dates unless your course coordinator instructs otherwise.

Visit RMIT's Acknowledging AI tool use guidelines for more information around acknowledging AI in assessments. 

View Acknowledging AI guide
Example template

Acknowledgement of tools used:

I acknowledge the use of [AI tool or technology name] ([creator]) to generate…

I have not used any AI tools or technologies to prepare this assessment.

How the tool was used:  

Examples:

  • “I discussed the topic with the tool to develop my argument.”
  • “I generated tables to visualise my data.”
  • “I requested proofreading advice on grammar and clarity.”

Records available:  

A full record of prompts and outputs is available upon request.

Important: asking about AI use is not an admission of guilt

Clarifying expectations surrounding AI use is encouraged and part of the learning process.

If you use any AI-generated outputs directly in your work (e.g. an AI-generated image, or AI-generated text you have paraphrased or quoted in your work), you need to include an in-text citation and a reference list entry for these outputs.  Examples of use include:

  • AI‑generated text is quoted or paraphrased
  • AI‑generated images, diagrams, or tables are inserted
  • AI‑generated code is used or adapted
  • AI‑generated data or analysis is included

Quick guide: referencing AI

  • Check your assessment instructions for specific requirements
  • Follow the referencing style mandated by your course
  • Keep a record of all prompts and outputs used in your work
  • Save copies of AI‑generated content, as your educator may request them
  • Ensure you reference each AI tool used to generate an output that appears in your work.

View RMIT's AI referencing guidelines for the information that currently exists regarding each referencing style. 

View Referencing AI guide

Training resources

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Generative AI module

Practical examples of how students across varying disciplines can use generative AI tools. It also includes information on RMIT policies, guidelines and resources.

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AI-generated writing help

A Val persona created to offer detailed feedback on grammar, structure, word choice and general sentence flow of your writing.

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Improve your AI outputs

Learn how to improve your outputs with a structured approach to prompting by using the RCTCO Framework.

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Acknowledgement of Country

RMIT University acknowledges the people of the Woi wurrung and Boon wurrung language groups of the eastern Kulin Nation on whose unceded lands we conduct the business of the University. RMIT University respectfully acknowledges their Ancestors and Elders, past and present. RMIT also acknowledges the Traditional Custodians and their Ancestors of the lands and waters across Australia where we conduct our business - Artwork 'Sentient' by Hollie Johnson, Gunaikurnai and Monero Ngarigo.

Learn more about our commitment to Indigenous cultures