Sybil Low by Sybil Low
Can AI Be Used By Teachers for Essay Grading While Being Banned Among Students?

The advent of Artificial Intelligence (AI) in education brings about a revolution, from streamlining administrative tasks to making learning more interactive. One area garnering considerable attention is AI’s role in grading essays, stirring debates on its effectiveness and moral implications. 

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Key Takeaways:

  • AI holds promise in easing the workload of educators and providing more detailed feedback to students, but its grading capabilities may not fully encompass the nuances of human language and creativity.
  • Despite AI’s potential efficiency, learning requires critical thinking and active engagement, which are difficult to replicate with AI technology.
  • AI can serve as a tool for self-evaluation by students, allowing them to critique their work before submission.

Yet, should teachers really benefit from AI while students are being shamed for its use? An can AI really accurately assess a student’s understanding and creativity? This remains a contested issue, with arguments both in favor and against its widespread adoption.

AI and Educators: Why They Use It?

Sarah Thompson, a seasoned university professor, shares her experience, “I’ve incorporated AI, specifically ChatGPT, in framing assignment directions. The results were impressive. Although I had to fine-tune it, I see potential. It could even be used in teaching critical thinking, comparing AI-generated summaries, for instance.” However, Thompson acknowledges that AI, while a powerful tool, isn’t going anywhere in replacing human teaching.

“The role of education isn’t merely passing tests,” argues Thomas Porter, a high school history teacher. He emphasizes the importance of developing analytical and critical thinking skills from an early age. Porter adds:

“An educator’s duty extends beyond grading. They’re to verify that students are learning what they need, as mandated by the education system.”

AI could potentially assist students in self-grading their work before submission, fostering a more reflective approach to learning, suggests Maria Lopez, a middle school English teacher. “Students should use AI as a self-critiquing tool. It aids in identifying gaps and improving their work,” Lopez opines.

Critics, however, caution that grading and testing should primarily serve as a means for teachers to evaluate their own performance. John Williams, a math teacher, asserts, “Teachers should identify knowledge gaps among their students from their grading and adjust their teaching methods accordingly. AI could aid in this process, but it can’t replace the human element.”

Carolyn Smith, an English professor, shares an insight. “Experienced teachers can gauge the quality of an essay by reading a few key sections. AI can provide detailed feedback, something that is time-consuming for a teacher dealing with a hundred essays. Students should leverage AI as a peer editing tool before submission.” She further argues that the roles of a teacher and student aren’t the same, emphasizing that students should demonstrate their mastery of content while teachers facilitate that learning.

Another perspective comes from Alex Russo, english literature teacher who emphasizes the volume of work teachers handle.

“Students only write a limited number of papers while teachers grade those multiplied by the number of students in their classes. AI could be a time-saving tool for teachers, allowing them to focus on other crucial aspects of their job.”


In the age of AI, the ultimate question remains: Will AI augment the teaching and learning process or eclipse the human element? And is it fair to ban students from using this technology, while teachears reap all the benefits of it? The answer likely lies in the balance. Utilizing AI for efficiency while maintaining the irreplaceable value of  human insight and interaction during the learning process is important for both sides, teachers and students alike. 

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Student Perspectives on AI Tools in Academia in 2023

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