Guided reflection embedded in self-assessment supports commencing students to engage responsibly and confidently with GenAI while maintaining academic integrity¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2026 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Embedding guided reflection within self-assessment helped commencing university students engage responsibly and confidently with GenAI in learning and assessment. → Pedlow 2026

Evidence¶

Pedlow 2026¶

Pedlow, M., & Maldon, J. (2026). Raising Ethical Awareness of GenAI Use Through Student Self-Assessment in the Transition to Higher Education. Journal of University Teaching and Learning Practice. https://doi.org/10.53761/39ey1895

q2 · i? · design · r2

Study-level finding from pre- and post-semester surveys of commencing university students, with open-text reflections thematically analysed; the article states the approach "can support students to engage responsibly and confidently with GenAI".

"This study investigates how guided reflection embedded within self‑assessment can support students to engage responsibly and confidently with GenAI in learning and assessment, while maintaining academic integrity."

Discussion¶

Learner Variables¶

• Self-Efficacy — outcome: instruction changes it

Related Claims¶

• Self Assessment Improves Self Regulated Learning — the general claim this finding bears on, with the studies behind it
• The study used pre- and post-semester surveys with Likert-scale literacy-confidence items and open-text ethical reflection, thematically analysed — related
• Student reflections revealed tensions between efficiency and academic integrity, and uncertainty about institutional expectations of GenAI use — related
• Student perceptions of AI use in academic work are neutral and range from viewing AI as valid learning assistance to viewing it as cheating, depending on task type, transparency, and assessment design — related
• Students recognised both the benefits and limitations of GenAI, demonstrating ethical awareness and critical evaluation of its role in academic work — a narrower finding that bears on this claim
• The educational value of GAI is contingent on pedagogical integration, not on the technology itself — a broader claim this one bears on
• Students reported increased personal responsibility and described the reflective self-assessment process as confidence-building during their transition to university — a narrower finding that bears on this claim
• AI-augmented instructional design creates tensions between generative affordances and student agency, identity, and academic integrity — related
• Case-based learning benefits were reported particularly when GenAI was embedded in faculty-guided teaching, while complex cases and team workflows showed null or unfavorable effects — related