A reflective conversation on assessment in the age of generative AI using the traffic light framework at the University of Leeds

This paper presents a reflective conversation on assessment in the age of Generative AI (AI from now on), framed by the University of Leeds’ traffic light system for AI use in assessment. The dialogue brings together three perspectives: two postgraduate students, one of whom is also an academic, and a further academic, exploring how the system’s Red, Amber, and Green categories shape practice and perceptions. While the framework offers clarity, our discussion reveals its interpretive complexity, particularly around Amber, and questions its exclusive focus on assessment rather than learning. We argue for transparency, modelling, and process-oriented approaches that integrate AI use throughout the learning journey. Experiences with Amber and Green assignments illustrate opportunities for ethical, creative, and authentic engagement with AI, alongside challenges such as maintaining critical voice and academic integrity. We conclude that while the traffic light system served an initial purpose, it now appears outdated. A more flexible framework is needed. One that connects learning and assessment, acknowledges nuance, and positions human judgement and collaboration at the heart of AI-enabled education.