Implementation Considerations for Automated AI Grading of Student Work

This study evaluates an AI-powered grading platform (Colleague AI) through a co-design pilot with 19 K-12 teachers, combining usage logs, surveys, and interviews to examine how teachers and students use AI-generated rubrics and feedback for formative assessment purposes. Findings show teachers value rapid narrative feedback but distrust automated scoring, emphasizing the need for human oversight in AI grading systems.

This study explores the classroom implementation of an AI-powered grading platform in K-12 settings through a co-design pilot with 19 teachers. We combine platform usage logs, surveys, and qualitative interviews to examine how teachers use AI-generated rubrics and grading feedback. Findings reveal that while teachers valued the AI's rapid narrative feedback for formative purposes, they distrusted automated scoring and emphasized the need for human oversight. Students welcomed fast, revision-orie

Study Type

Source

Framework Categories

Tool Types

Tags