---
title: "Examples & Use Cases"
type: "wiki"
space: "Generative Artificial Intelligence (AI)"
author: "Truc Chau"
created: 2024-05-31T14:56:38Z
updated: 2024-12-08T01:58:17Z
url: "https://employees.senecapolytechnic.ca/spaces/296/generative-artificial-intelligence-ai/wiki/view/20381/examples-use-cases"
---

# Examples & Use Cases

![](https://employees.senecapolytechnic.ca/Assets/Uploaded-CMS-Files/82823d40-c952-4262-b0af-ba0d59c1b201.png)

Below are some sample rubrics that you can use as inspiration for incorporating GenAI as an assessment criteria into your courses:

### Assignment Rubric Incorporating AI Use as Assignment Criteria

| Criteria | 4 | 3 | 2 | 1 |
| --- | --- | --- | --- | --- |
| **Argument Structure** | The argument is clearly articulated and logically structured. | The argument is generally clear and logical, with minor inconsistencies. | The argument is somewhat unclear or inconsistently structured. | The argument lacks clarity and logical structure. |
| **Evidence** | Evidence is thorough, relevant, and convincingly supports the argument. | Evidence is generally strong and relevant, with minor lapses. | Evidence is somewhat sparse, irrelevant, or does not fully support the argument. | Evidence is lacking or largely irrelevant. |
| **Use of Generative AI** | AI is used effectively to support arguments, demonstrating a high understanding of its capabilities and limitations. | AI is used effectively, but understanding or integration could be improved. | AI is used, but not effectively integrated or misunderstood. | AI is not used, or its use does not contribute to the argument. |
| **Reflection on AI** | The student clearly articulates how AI contributed to their critical thinking process and considers its limitations. | The student generally explains how AI contributed to their thinking, with minor lapses in considering its limitations. | The student’s explanation of how AI contributed to their thinking is unclear or superficial. | The student does not explain how AI contributed to their thinking. |

### Analytic Rubric 2: Assessing Generative AI Use and Integration

| Criteria | 4 | 3 | 2 | 1 |
| --- | --- | --- | --- | --- |
| **Understanding of AI** | The student demonstrates a deep understanding of the capabilities and limitations of the AI. | The student demonstrates a good understanding of the AI, with minor misconceptions. | The student shows a basic understanding of the AI but has significant misconceptions. | The student shows little to no understanding of the AI. |
| **Integration of AI** | AI is seamlessly integrated into the work, effectively augmenting the student’s critical thinking. | AI is generally well integrated, though at times it may seem somewhat forced or awkward. | AI integration is inconsistent or superficial, not effectively augmenting the critical thinking process. | AI is not effectively integrated into the work. |
| **Reflection on AI** | The student clearly reflects on the role of AI in their work, considering both its contributions and its limitations. | The student generally reflects well on the AI’s role, though considerations of its limitations may be superficial. | The student’s reflection on the AI’s role is minimal or lacks depth. | The student does not reflect on the AI’s role in their work. |
| **Innovation with AI** | The student uses AI in novel or innovative ways to enhance their argument. | The student uses AI effectively, though it may lack innovation. | The student uses AI in a straightforward or predictable way, not enhancing the argument. | The student does not use AI in an innovative or meaningful way. |

* * *

Sample Rubrics Reproduced with permission: Developed with ChatGPT by McMaster University P.R. Macpherson Institute. Adapted under the following [Creative Commons Attribution-NonCommercial 4.0 International License](https://creativecommons.org/licenses/by-nc/4.0/).

If you have any questions or concerns, please do not hesitate to reach out to us at teaching@senecapolytechnic.ca

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