Lane 2: Unsupervised assignments
Assessing learning goals that involve responsible AI use
Lane 2 assessments are unsupervised assessment tasks in which students may use generative AI, but are not required to do so. Unsupervised assessments include written assignments (e.g. essays, papers, reports), research projects and theses, portfolios, group projects but also AI-integrated assignments.
When should AI be allowed or required?
Begin with your course’s intended learning goals. Lane 2 is particularly appropriate when:
- AI tools are part of professional or disciplinary practice (e.g., summarising information, drafting text, analysing data, generating code).
- Students are expected to evaluate, refine or critique AI‑generated output.
- Students must integrate AI tools into research, writing or analytical workflows.
- The emphasis is on judgement, interpretation and critical evaluation rather than the mere production of text or other outputs.
- Students can demonstrate disciplinary understanding even when using AI tools.
As these tasks take place in unsupervised settings, assume that students will use AI beyond the assignment’s intended scope. Design assessments to evaluate students’ judgement, disciplinary reasoning and, where relevant, their critical and responsible use of AI.
Key principle: Learning must remain visible regardless of whether AI is used.
To safeguard thevalidity of your assessment strategy, Lane 2 assessments should be complemented by supervised Lane 1 assessments so that any learning outcomes requiring students to demonstrate independent, unaided mastery are verified under controlled conditions.
Does your assessment belong in Lane 2?
Ask yourself these questions:
- Does AI use reflect how professionals work in this field?
- Does the task require students to evaluate, critique, or improve AI-generated output?
- Would students still need disciplinary knowledge and judgement to complete the assignment?
- Does the assignment help students develop AI literacy or critical engagement with AI systems?
- Is it clearly explained how AI may or may not be used in the assignment?
- Does the assignment require students to interpret, critique, or improve AI-generated output rather than simply generating it?
If the answer to one or more of these questions is yes, the assessment likely belongs in Lane 2. However, even when AI tools are used, the assignment should still require students to engage in the intended learning process and apply disciplinary knowledge. You can also use the GenAI and Assessment Checklist to analyse the assessment structure of your course.
Advice or support, get in touch!
If you would like to discuss adjustments to your assessment design, contact your faculty’s assessment specialist via TLC Contact.
You can also seek advice from TLC Central (tlc@uva.nl).
Inform your programme director when making significant changes so that potential risks and adjustments can be considered at programme level.