From AI Policy to Assessment Design: Review of Higher Education Course Syllabi Using the AI Assessment Scale

This study examines how generative AI (GenAI) was positioned in higher education course syllabi using the AI Assessment Scale (AIAS).The researcher analyzed syllabi from various educational disciplines to identify AI policies, AIrelated activities, and assessment design choices.A two-stage content analysis was conducted, first documenting visibility and clarity of AI guidance, and then classifying syllabi across AIAS levels.The analysis reveals substantial variation in how AI was framed, with many syllabi emphasizing academic integrity while fewer integrated AI into assessment design.The study highlights implications for intentional, transparent, and pedagogically grounded approaches to AI guidance in course syllabi.