I remember this being ambiguous in the 1980s, with some teachers using the English billion (1,000,000,000,000), but by the mid ‘90s everyone was using (1,000,000,000)

The piece of work that is marked is then the students' fleshed out version of the initial framework.

By having the initial framework, you can be sure that these are the students' ideas, and then you add authenticity by allowing students the opportunity to finesse it with AI.

Other options include two-part assessments, where students work (possibly in groups) in class to attempt the first part of an assignment - this can be a very active learning opportuntity.

Students hand in the first part after classes, and this will form the "framework" of their assignment.

That creates an authenticity of assessment - whereby students are rewarded not for their independent thought, but instead, their ability to curate knowledge, and judge what is an appropriate response.

This is a very different set of learning outcomes - but is closer to what they experience in work

This has a very important message when teaching students though - as we get older, our cultural mileposts will be very different from those of our students.

We need to think about what is relevant, and important for the students we teach!