Published on: 26/02/2026 · Last updated on: 15/04/2026
Important information
For full details about the move to a Two-Lane approach, please also view the main article
FAQ
In a nutshell, Two-Lane is an assessment design approach that simplifies and replaces our ABC categorisation approach. In the closed lane use of GenAI is not permitted and assessments are designed to prevent the use of GenAI. In the open lane use of GenAI is authorised.
The key things to keep in mind about Two-Lane are that:
a) it necessitates a course-wide approach
b) learning outcomes must be assessed in the appropriate lane
c) students must be supported to use GenAI in ways that support their learning
d) it emphasises a shift from ‘policing’ GenAI use to building AI literacy
Support is available to help you do this. More information about the Two-Lane approach can be found on our teaching hub.
Initially Two-Lane was approved (in July 2025) to sit as an overarching framework above the ABC approach; however, EQSC has since approved that the Two-Lane approach will replace the ABC categorisations from September 2026, making AY25-26 an important transition year.
The ABC categorisation was a useful transitional model, helping staff map out the landscape, experiment with assessment design, and become more confident in talking about AI use in assessment. In alignment with the wider sector, the open and closed lane approach streamlines this into a simpler, more robust and sustainable two-lane model. This change reduces complexity, improves clarity for students, and gives courses more flexibility. Assessment strategies built on policing AI tool use become less reliable over time. Instead of designing assessments around what we want students not to do, we should focus on what we want them to demonstrate, regardless of the tools they use. Our aim should be to build an assessment model that remains robust even as these technologies evolve.
No, the key part about a closed lane assessment is that, not only are students not permitted to use AI tools, but that the assessment is designed in such a way as to prevent usage of AI tools. This means that invigilated exams or tests, whether practical, written or oral, where students do not have access to AI tools are closed lane assessments, but exams or tests where students could feasibly access AI tools will be classed as open lane. Written or otherwise recorded coursework is classified as open lane assessment.
a) You should ensure your assessment briefs and other assessment information for AY26/27 tells students which lane their assessment is in. As a general rule, Type A becomes closed lane and B and C become open lane. If you had any Type A coursework this should now be regarded as open lane.
b) You should review your assessment, its alignment with intended learning outcomes, how that fits with the wider course assessment map and how you frame GenAI use in your assessment materials, teaching and in your feedback.
c) You should reflect on how you might want to evolve your assessment strategy for AY27-28. At a course level, review of Two-Lane categorisation should become part of ongoing course review processes.
No, although we undertook that exercise when moving to the ABC approach, we do not propose doing the same for the move to the Two-Lane approach. Instead, we rely on Directors of Teaching to oversee the updating of assessment information by unit convenors and to update assessment maps – created as part of the Curriculum Transformation project – indicating which assessments are open and which are closed lane. Directors of Teaching should confirm to ADEs that both updates have occurred before the start of AY26/27. This activity enables reflective engagement with the issue of academic integrity and validity and ensures clarity around course assessment strategy.
Not in and of itself; however, changing assessment lanes may mean changing assessment type or subtype, which would necessitate seeking approval. There may be small changes you can make to your assessment to keep in the spirit of Two-Lane without making a formal change, for example, changing the way you communicate about the task, changing the weighting of the marking criteria or changing the focus of the feedback you give to focus more on the process students undertook rather than the end-product. If you do wish to change an assessment type, note that this will require careful consideration and guidance from Academic Registry and CLT, especially where the change would materially affect students. It is important to note there are limits to the changes we will be able to make in-year to assessment to ensure CMA compliance.
No, the main thrust of those messages are likely to still be very relevant to your students, but you will need to update the language so that it refers to ‘open lane’ rather than ‘Type B’. We also ask that you are less prescriptive in your language. We encourage you to contextualise the ways in which GenAI might be helpful or detrimental as regards the assessment(s) in question, however, you should no longer refer to specific uses being permitted or forbidden (excepting their use to commit an assessment offence).
For central guidance on the ethical and effective use of GenAI students can be directed to Skills Centre resources. For information on acknowledging GenAI use and referencing it appropriately they can access Library resources. Both links, along with other relevant information, are included in our assessment brief text for open lane assessments.
It continues to be important that students use GenAI ethically and responsibly in line with the Academic Integrity Test and training. Misusing GenAI is not classified as misconduct in itself, but we recognise that it can contribute to the offences of plagiarism, fabrication and collusion and we are working on guidance to help support you to crystallise and act on your concerns. This is likely to be published mid-Spring.
The Students’ Union are aware this change is coming, and we are working with the SU, the Skills Centre and the Library to prepare communications for students. These are likely to be launched from late Spring onwards.
We have prepared self-paced resources to help support staff in this area. We are also running an on-going series of workshops to help staff prepare for Two-Lane, as well as many other challenges teaching staff face, such as providing actionable feedback, or running group or oral assessments. For department-level support around curriculum planning, teaching and assessment design please contact your Director of Studies or Director of Teaching who may then escalate the query to CLT if appropriate copying in the Faculty’s Assessment and Feedback Lead.
The pace of development in the AI field means that we are necessarily working at pace to consider how it impacts education. The GenerativeAI in Education Oversight Group (GEOG) meets regularly to discuss changes. To increase the group’s transparency, we will be starting a blog from March. We are also reworking the Assessment and Feedback pages on the Teaching Hub to make it easier to find key links and resources on GenAI. This will launch in the Spring.