Reference
The ALIGN Rubric
AI Levels for Instructional Guidance & Navigation · v3.3b
Six levels describing the role AI may play at each stage of an assignment. Descriptors are quoted verbatim from the ALIGN source documents; examples are illustrative.
No AI Use
Students complete all work independently without generative AI. Assistive technologies for accessibility remain permitted.
e.g., An in-class essay exam written without devices, assessing independent reasoning.
Descriptors
- Students complete planning, research, writing, or creation without generative AI
- The assignment assesses foundational skills or independent reasoning
- AI-generated text, images, or code cannot be used in the submission
- The assignment includes process checks such as drafts, in-class work, or oral explanation
The student
Complete all planning, research, writing, and creation independently. Use only course materials, approved references, and their own knowledge. Do not use ChatGPT, Copilot, Gemini, or any generative AI tool. Treat the assignment as a measure of their own skill.
The AI
No generative AI allowed at any stage: brainstorming, drafting, editing, or submission.
Source: ALIGN Practical Faculty Guide SD (1).pdf
Limited
AI acts as a reviewer or editor for limited mechanical tasks. Students write original content first, then may use AI for grammar, clarity, or minor wording.
e.g., A personal narrative drafted entirely solo, then polished with an AI grammar and clarity check.
Descriptors
- Students write an original draft first
- AI may be used after drafting
- AI may assist with grammar, clarity, or organization
- AI does not add or replace student ideas
- Students briefly disclose how AI was used
- Students remain responsible for checking accuracy and meaning
The student
Create an original draft before using any AI tool. Use AI only for grammar, minor clarity edits, or organization after drafting. Briefly disclose that AI was used and for what purpose. Remain responsible for checking meaning and accuracy after edits.
The AI
AI for grammar and edits only. AI does not add to or alter student thinking.
Source: ALIGN Practical Faculty Guide SD (1).pdf
Brainstorming
AI serves as a thought partner for planning and idea development. Students may use AI during the planning stages. All final work must be the student's own.
e.g., A research paper where students may use AI to brainstorm topics and outline, but write everything themselves.
Descriptors
- AI may be used for idea generation or brainstorming
- AI may help develop topics, outlines, or planning notes
- Students produce the final work independently
- Students evaluate whether AI suggestions fit the assignment goals
- Students provide short reflections or planning notes explaining how AI influenced their ideas
- The final submission reflects student analysis and writing
The student
Use AI to brainstorm ideas, generate possible topics, or outline key points. Write and analyze the final work independently. Provide a short reflection explaining how AI shaped their ideas and what they changed. Evaluate whether AI suggestions align with assignment goals and course content.
The AI
AI for ideas and outlines. AI serves as a thought partner for planning and idea development.
Source: ALIGN Practical Faculty Guide SD (1).pdf
Collaborative Creation
AI acts as a co-creator for portions of the work while students maintain human control. Students are responsible for reviewing all AI output and applying their own judgment.
e.g., A lab report where AI may draft the methods summary, which students critically revise and annotate.
Descriptors
- AI may generate portions of text, code, visuals, or analysis
- Students critically review and revise AI outputs
- Students demonstrate visible thinking by explaining how they modified AI outputs
- Students provide prompt excerpts, comparisons, or annotations
- AI use is cited or acknowledged
- Students maintain their own voice and judgment
The student
Use AI for specific portions of the assignment while maintaining their own voice and judgment. Keep track of key prompts and revisions, or provide comparison notes between AI output and final work. Demonstrate visible thinking by showing how they modified, reorganized, or built on AI outputs. Cite AI use and explain how they ensured accuracy and integrity.
The AI
AI helps with parts of the work. AI acts as a co-creator for portions of text, data, code, or visuals, with clear human control and oversight.
Source: ALIGN Practical Faculty Guide SD (1).pdf
Advanced Integration
AI supports complex or multi-step tasks within the assignment. Students coordinate AI use across multiple steps or tools and evaluate accuracy, bias, and ethical implications.
e.g., A capstone project using AI to synthesize sources, plan the project, and simulate scenarios — with a documented process log.
Descriptors
- AI helps with complex tasks such as synthesis, simulations, or project planning
- Students coordinate AI use across multiple steps or tools
- Students systematically evaluate accuracy, bias, and ethical implications
- Students document their decision-making process
- Students show structured reflections, logs, or workflow explanations
- Evaluation includes process and reasoning, not just final output
The student
Use AI strategically to coordinate or synthesize across tasks. Systematically evaluate AI outputs for accuracy, bias, and ethical implications. Provide visible thinking through structured reflections, logs, or process documents. Address issues of equity and access explicitly when choosing tools and workflows.
The AI
AI for complex tasks. AI functions as a collaborator across multiple tools or modalities to support complex tasks.
Source: ALIGN Practical Faculty Guide SD (1).pdf
Innovation & Exploration
AI is central to the assignment and learning objectives. Students design or experiment with AI workflows and demonstrate advanced AI literacy, ethical reasoning, and workforce-aligned reflection.
e.g., A course project where students design, test, and document their own AI workflow as the central deliverable.
Descriptors
- Students experiment with AI tools, workflows, or applications
- AI is used across the full assignment workflow
- Students design new uses, experiments, or creative applications of AI
- Students provide robust documentation of prompts, processes, and decisions
- Students analyze ethical, social, or disciplinary implications of AI
- The assignment connects AI use to professional or workforce contexts
The student
Design or experiment with new AI applications, workflows, or creative uses beyond typical classroom tasks. Use AI across the full workflow (idea generation, drafting, testing, revising) while maintaining documented human oversight. Provide robust visible thinking: prompt logs, design rationales, comparisons across tools, ethical analysis, and self-assessment. Critically examine the ethical, social, and disciplinary impacts of their AI use.
The AI
AI is central to the assignment. AI is an engine for innovation, research, or creative exploration, often connected to workforce or discipline-specific applications.
Source: ALIGN Practical Faculty Guide SD (1).pdf
Quoted material © Montgomery College, ALIGN v3.3b (AMP Spring 2026). For full context, see the Practical Faculty Guide.