Edinburgh Napier University

  This session is aimed at academics who are designing assessment for taught postgraduate (TPG) students. The session will contextualise the problem of plagiarism, use of generative artificial intelligence and highlight common characteristics of assessments identified where breaches are high. These characteristics are developed from our research based on 23,951 student submissions with 1,405 cases of academic integrity breaches. We will then examine how to bring EDI to assessment design. Inclusivity and equality of opportunity to succeed in assessment can only be achieved through ensuring and embedding a co-created shared understanding of academic expectations.