🎬 ENGAGING VIDEO SCRIPT — “GenAI & Assessment (Chapter 3)”
🟩 HOOK (0:00–0:06)
VO:
“Can Generative AI improve assessment AND learning? Yes — if we use it right.”
On-Screen Text:
GEN-AI GUIDE — CHAPTER 3
#GEN-AI #AfL
🟩 SECTION 1 — WHY IT MATTERS (0:06–0:18)
VO:
“AI can generate questions, analyse patterns, give draft feedback, and save teachers time — so they can focus on what really matters: helping students learn.”
On-Screen Text:
AI supports:
✔ Question creation
✔ Feedback on drafts
✔ Error pattern spotting
✔ Teacher time-saving
🟩 SECTION 2 — MOE’S POSITION (0:18–0:30)
VO:
“When we use AI in assessment, two things must always hold:
One — assessment outcomes must reflect true student mastery.
Two — students must remain responsible learners with academic integrity.”
On-Screen Text:
1️⃣ True Mastery
2️⃣ Academic Integrity
🟩 SECTION 3 — BEFORE ASSESSMENT (DESIGN) (0:30–0:55)
VO:
“Before using AI, start with intentional design. Ask:
What do I want to assess?
How will AI be used?
And what are students expected to produce on their own?”
On-Screen Text:
Before: Design intentionally
✔ Align to learning outcomes
✔ Consider student profile
✔ Decide AI’s role
✔ Set clear expectations
VO:
“Success criteria must be shared. AI use must be transparent. And students should know how to document and cite their AI use.”
🟩 SECTION 4 — DURING ASSESSMENT (PROCESS) (0:55–1:15)
VO:
“During assessment, emphasise the process — not just the polished AI-supported product. Look for personal voice, original thinking, and cognitive struggle.”
On-Screen Text:
During: Focus on process
✔ Personal voice
✔ Decision-making
✔ Evaluation of AI
✔ Clear documentation
VO:
“Teachers should be in or over-the-loop — probing deeper, validating understanding, and guiding ethical use.”
🟩 SECTION 5 — AFTER ASSESSMENT (REFLECTION) (1:15–1:35)
VO:
“Afterwards, students reflect:
Which parts were their own thinking?
Where did AI help?
What was confusing or inaccurate?”
On-Screen Text:
After: Reflect & Learn
• Own thinking vs AI
• Handling inaccuracies
• Insights for future learning
VO:
“This helps teachers spot misconceptions and plan better support.”
🟩 SECTION 6 — HOW AI CAN BE USED (1:35–1:55)
VO:
“AI can enhance assessments in many ways. For example:
AI generates ideas → students select and justify.
AI predicts outcomes → students critique limitations.
AI summarises data → students synthesise and evaluate.”
On-Screen Text:
Examples:
🤖 AI → brainstorm, predict, summarise
🧠Student → select, critique, justify, apply
🟩 SECTION 7 — WHEN AI SHOULD NOT BE USED (1:55–2:10)
VO:
“But some assessments need zero AI — especially when building foundational thinking, communication, or practical skills.”
On-Screen Text:
❌ No AI for:
• Forming personal opinions
• Hands-on experiments
• Core writing + communication
• Cognitive struggle
🟩 SECTION 8 — SAMPLE SCHOOL POLICY (2:10–2:30)
VO:
“Schools can guide responsible use with clear zones:
Red Zone — No AI at all.
Orange Zone — AI allowed but must be cited.
Green Zone — AI assumed for productivity, not thinking.”
On-Screen Text:
Red: ❌ No AI
Orange: 🟧 AI + Citation
Green: 🟩 AI + Productivity
🟩 SECTION 9 — TEACHERS’ ROLE (2:30–2:45)
VO:
“Teachers remain crucial. They verify AI accuracy, uphold academic integrity, safeguard student privacy, and use professional judgement for final marks.”
On-Screen Text:
Teachers ensure:
✔ Accuracy
✔ Integrity
✔ Privacy
✔ Professional judgement
🟩 CLOSING (2:45–3:00)
VO:
“With thoughtful design, AI can make assessment more authentic, efficient, and learner-centred — without replacing human thinking.”
On-Screen Text:
GenAI + Assessment
= Authentic + Responsible + Learner-Centred
Outro Text:
GEN-AI GUIDE — CHAPTER 3
Official (Closed) \ Non-Sensitive
#GEN-AI #AfL #Assessment #EdTech
GENERATIVE AI GUIDE CHAPTER 3
#GEN-AI #AfL
AI can open up new possibilities for assessment and help us think in fresh ways about how we check for students’
understanding and support learning. It can take on more time-consuming tasks, such as creating questions, providing feedback
to drafts, or spotting error patterns, so teachers can focus on working with students and helping them to learn more effectively.
2
Students must be responsible for their own
learning and taught the importance
of academic integrity.
1
The use of AI in assessment must align to learning
outcomes and instil confidence that the
assessment outcomes truly reflect the intended
mastery by students.
Design with reference to subject-specific goals and
higher-order thinking
E.g. For Project Work, assess if students are able to exercise
cognitive flexibility and think inventively as they co-construct
innovative ideas to address a real-world issue.
Determine extent of appropriate AI use
E.g. AI can help students to brainstorm and provide diverse
perspectives in self-directed tasks. Students would need to
formulate their own thinking of possible solutions. Take
reference from your school’s policy from AI use.
Familarise students with the AI tool
E.g. Introduce JC1 students to the use of Perplexity AI for
research and co-construction of solutions, and AI’s limitations
Develop clear success criteria and share them
with students
E.g. Shift students’ mindsets towards the constructive use of
assessment for feedback, away from emphasis on marks.
Set clear expectations on how AI can support
students’ learning to uphold academic integrity
E.g. Show how students should document their AI use and
cite accordingly, which could include the AI tool used, what
prompts were used, and how the AI input influenced their
work.
Be in/over-the-loop
E.g. After students have completed their research and are
ready to share their solutions, review the students’ work and
ask probing questions in-person to provide feedback on
more complex areas. Look out for original thought and/or
students’ personal voice in their writing.
1. [BEFORE] DESIGN AI-INTEGRATED ASSESSMENT
THAT IS FIT-FOR-PURPOSE & INTENTIONAL
MOE’s Position on AI Use in Assessment
GUIDANCE ON USE OF
GENERATIVE AI
IN ASSESSMENT
First, consider the assessment goal
and student profile.
2. [DURING] EMPHASISE THE PROCESS,
NOT JUST THE PRODUCT
3. [ASSESSMENT] GUIDE STUDENTS TO
REFLECT ON THEIR AI USE
Guide students’ reflection on use of AI, by asking:
E.g. Which parts of your work show your own thinking, and
which were shaped by AI?
E.g. Did AI give confusing, inaccurate, or unhelpful
suggestions? How did you handle those?
Inform future teaching
E.g. Identify common misconceptions or areas where
students continue to struggle.
E.g. Consider if in-class intervention is needed to better
support students’ learning.
How can AI be used in Assessment?
How to design Assessment Tasks that involve AI?
How will AI be used by students to
support their learning? How should
teachers assess?
Official (Closed) \ Non-Sensitive
1
Correct as at 26 Nov 2025
01
GENERATIVE AI GUIDE CHAPTER 3
Formation of personal
opinion and thought,
practical skills
What do I want to assess?
Assessment tasks can involve varying degrees of AI use
to develop these competencies.
Development of critical thinking skills such as decision-making,
synthesis of Information and/or critical evaluation
AI more central in
assessment
AI less central in
assessment
PUTTING INTO PRACTICE
Possible Class Guidelines on AI Use for Assessment
using AI responsibly in class
Official (Closed) \ Non-Sensitive
Learning task should
avoid involving AI use
in order for these
foundational skills
to be developed.
Have students document generative AI (GenAI) use by:
citing the use of AI and prompts used
submitting the entire chatlog with the GenAI tool
presenting their original work and subsequent drafts revised with
the help of the tool, where AI is used for refinement.
Possible example of citation:
OpenAI. (2023). ChatGPT (Mar 14 version) [Large language model].
Prompt: XXX
How can students cite their use of AI?
For Chemistry, students
examine AI predictions of
reaction yields, for
students to question the
dataset quality, lab
conditions, or missing
variables, to propose
experimental refinements
and consider real-world
applications to the
making of medicinal
drugs.
For Geography, identify a public physical
space that could be made more inclusive or
welcoming and propose possible redesigns
with a user group in mind, based on foreign
case studies.
Students should only use AI during their
planning and/or research process, and
practise writing independently and go
through the cognitive struggle of learning to
make connections across topics, organise
their ideas coherently, and build their
communication skills.
AI gathers
information
and student
interprets and
analyses data
AI generates
arguments
and student
evaluates
them
AI generates
information and
student highlights
potential biases
E.g.
AI generates
ideas and
student
selects most
suited idea
E.g. Teachers can set pen-and-
paper tasks to allow students
to develop their personal
thought or hands-on tasks
and experiments to enable
students to learn practical
skills.
For Science (Pri), build
students’ foundational
scientific inquiry skills to draw
evidence-based conclusions.
This could involve having
students interact with their
SPARKLE kits to explore
various scientific phenomena,
such as identifying materials
which allow light to pass
through.
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Correct as at 26 Nov 2025
GENERATIVE AI GUIDE CHAPTER 3
PUTTING INTO PRACTICE
using AI responsibly in class
Official (Closed) \ Non-Sensitive
This sample clearly
stipulates the roles of
teachers, students, and
how they may leverage
AI’s capabilities in
assessment with
specific and practical
examples.
Overall, the school
maintains alignment to
MOE’s Assessment Vision
of ‘Learner-centred and
balanced assessment’
approach.
Sample A
Assessment policy ensures assessments uphold academic integrity, foster authentic learning, and
responsibly integrate the use of AI to support learning. It guides the ethical use of AI by students and
teachers, preserving the value of human knowledge, skills, and judgement.
RED ZONE
(No Use of AI)
Submitting AI-generated
responses wholesale in place
of my own responses
Summative assessments
under supervision
ORANGE ZONE
(AI Use Clearly Cited)
Use of AI to supports my
learning, such as
brainstorming, refining drafts,
checking for language,
providing feedback to identify
areas for improvement
GREEN ZONE
(AI Use Assumed)
Use of AI enhances my
productivity and supports the
expression of my original ideas,
e.g. use of image genAI tools to
create visual illustrations of my
prototype
Is the platform accessible to
all my students?
02 Possible School Policy for Students’ Use of AI for Assessments
to support learner-centred balanced assessments
Teachers may use AI for:
Drafting of questions, rubrics, and/or lesson ideas
Generating practice materials
Providing first draft of feedback (e.g. language check)
Rules for Students’ Use of AI
Schools’ Use of AI
Teachers must:
Ensure that the use of AI is age appropriate and in alignment with assessment
goals
Ensure final marks and feedback come from professional judgement
Verify AI-generated output for accuracy and alignment for curriculum
Maintain student privacy when using AI tools
Teach safe, ethical AI use and school expectations
Professional Responsibilities
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Correct as at 26 Nov 2025
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