Implementation Considerations for Automated AI Grading of Student Work
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arXiv
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| Format: | Preprint |
| Veröffentlicht: |
2025
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| _version_ | 1866908630666706944 |
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| author | Tian, Zewei Liu, Alex Esbenshade, Lief Sarkar, Shawon Zhang, Zachary He, Kevin Sun, Min |
| author_facet | Tian, Zewei Liu, Alex Esbenshade, Lief Sarkar, Shawon Zhang, Zachary He, Kevin Sun, Min |
| contents | 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-oriented feedback but remained skeptical of AI-only grading. We discuss implications for the design of trustworthy, teacher-centered AI assessment tools that enhance feedback while preserving pedagogical agency. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2506_07955 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | Implementation Considerations for Automated AI Grading of Student Work Tian, Zewei Liu, Alex Esbenshade, Lief Sarkar, Shawon Zhang, Zachary He, Kevin Sun, Min Human-Computer Interaction 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-oriented feedback but remained skeptical of AI-only grading. We discuss implications for the design of trustworthy, teacher-centered AI assessment tools that enhance feedback while preserving pedagogical agency. |
| title | Implementation Considerations for Automated AI Grading of Student Work |
| topic | Human-Computer Interaction |
| url | https://arxiv.org/abs/2506.07955 |