The rapid adoption of Generative Artificial Intelligence (GenAI) technologies in higher education has raised concerns about academic integrity, assessment practices, and student learning. Banning or blocking GenAI tools has proven ineffective, and punitive approaches ignore the potential benefits of these technologies. This paper presents the findings of a pilot study conducted at British University Vietnam (BUV) exploring the implementation of the Artificial Intelligence Assessment Scale (AIAS), a flexible framework for incorporating GenAI into educational assessments. The AIAS consists of five levels, ranging from 'No AI' to 'Full AI', enabling educators to design assessments that focus on areas requiring human input and critical thinking. Following the implementation of the AIAS, the pilot study results indicate a significant reduction in academic misconduct cases related to GenAI, a 5.9% increase in student attainment across the university, and a 33.3% increase in module passing rates. The AIAS facilitated a shift in pedagogical practices, with faculty members incorporating GenAI tools into their modules and students producing innovative multimodal submissions. The findings suggest that the AIAS can support the effective integration of GenAI in HE, promoting academic integrity while leveraging the technology's potential to enhance learning experiences.

翻译：生成式人工智能（GenAI）技术在高等教育中的迅速普及引发了关于学术诚信、评估实践和学生学习的担忧。禁止或屏蔽GenAI工具已被证明效果有限，而惩罚性手段则忽视了这些技术的潜在价值。本文呈现了在英国越南大学（BUV）开展的试点研究结果，该研究探索了人工智能评估量表（AIAS）的实施——这是一套将GenAI融入教育评估的灵活框架。AIAS包含五个层级，从"无AI"到"全AI"，使教育者能够设计聚焦于人类参与和批判性思维领域的评估任务。试点研究结果表明，实施AIAS后，与GenAI相关的学术不端案例显著减少，全校学生成绩提升5.9%，课程通过率提高33.3%。AIAS推动了教学实践转型：教师将GenAI工具融入课程模块，学生则创作出创新的多模态作业成果。研究结论显示，AIAS能够支持GenAI在高等教育中的有效整合，在发挥技术提升学习体验潜力的同时促进学术诚信。