How Would You Feel About A Computer Grading Your Essay
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Lack of Personal Feeling on Computer Essay Grading
Technology advancements over the years have produced remarkable results in various sectors including education. The invention of the internet has increased the efficiency of connection among people from different parts of the world hence, the introduction of online courses. Moreover, artificial intelligence that helps in decision-making mimic human behavior and uses algorithms and patterns in predicting the outcomes in various circumstances such as in the grading systems (Hadi-Tabassum 28). However, the move elicited mixed reactions from multiple stakeholders in the education system on the extent of the use of technology in grading especially, student essays. In my opinion, I would have a feeling of dissatisfaction if a computer-graded my article because it lacks the means of gauging creativity and moral implications for my studies.
Humans live by certain standards and moral values that are unknown to computers. Essays should be a measure of a student's educational progress considering the time and effort spent while learning (Schulz 114). In an article, one portrays their inner thoughts and understanding of the subject presented and contains various values that include cultural and religious ones (Schulz 113). Humans grading a student's work are more likely to understand the moral background surrounding the essay. It helps the teacher rate how well a student relates the topics discussed in class with the real issues affecting society. On the contrary, computers will grade the essay presented according to the rubrics and algorithms prior installed with no consideration for the moral standards and ethics.
Moreover, a computer cannot efficiently place each sentence in an essay into context as a human would do. The logical flow of information presented in each sentence forms a paragraph hence, the article (Balfour 42). Instructors would identify the clarity of each sentence and give a conclusion about whether the argument was convincing enough to the reader. Also, the adequacy of evidence with consideration to its validity in an essay contributes to the final grade presented to the student. Therefore, computers do not have the capabilities of checking the quality of the pieces of writing.
Artificial intelligence has various shortcomings such as a lack of creativity. It is because they provide decisions based on predisposed information provided during data analysis. Essay grading computers work within the merits set during testing and commissioning of the system (Hadi-Tabassum 28). Hence, they would give similar results over several cycles of grading without considering a student's creativity and different thinking and critical writing capabilities. Creativity is an aspect that is unique to humans and cannot be replicated by machines. Hence, a human grading an essay can identify the level of creativity presented in a piece of writing (Schulz 111). Consequently, the learner can receive a valid response from the teachers on the areas of improvement thereby encouraging continued improvement in their writing skills. Thus, grading essays considers several aspects more than what computers can comprehend.
As a student, computers grading my essay would not promote growth and creativity during my learning period. Besides, writing helps shape the understanding of different subjects through research and the final presentation of personal opinions. The grade offered by a computer may not give an accurate reflection of one's performance. Therefore, computers should only be used in grading multiple choice and true or false questions and not essays for improved accuracy and moral standards in learning.
Works Cited
Balfour, Stephen P. "Assessing Writing in MOOCs: Automated Essay Scoring and Calibrated Peer Review." Research & Practice in Assessment, vol. 8, Summer 2013, pp. 40-48,
Hadi-Tabassum, Samina. "Can Computers Make the Grade in Writing Exams?" Phi Delta Kappan, vol. 96, no. 3, Nov. 2014, pp. 26-31,
Schulz, Joshua. "Machine Grading and Moral Learning." The New Atlantis, no. 41, Winter 2014, pp. 109-119
