Abstract
Generative artificial intelligence (AI) is increasingly used in writing assessment, particularly for automated essay scoring (AES). While AI-driven AES enhances efficiency and consistency, concerns regarding accuracy, bias, and ethical implications raise critical questions about its role in assessment. This paper examines the impact of generative AI on teacher agency through an ecological perspective, which considers agency as shaped by personal, institutional, and sociocultural factors. The analysis highlights the need for teachers to critically mediate AI-generated scores to align them with pedagogical goals, ensuring AI functions as an assistive tool rather than a determinant of assessment outcomes. Although AI can streamline assessment, over-reliance risks diminishing teachers’ evaluative expertise and reinforcing biases embedded in AI systems. Ethical concerns, including transparency, data privacy, and fairness, further complicate its adoption. To address these challenges, this paper proposes a framework for responsible AI integration that prioritizes bias mitigation, data security, and teacher-driven decision-making. The discussion concludes with pedagogical implications and directions for future research on AI-assisted writing assessment.
Presenters
Jessie BarrotProfessor and Assistant Vice President for Research and Development, Research and Development Office, National University, Philippines
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
GENERATIVE ARTIFICIAL INTELLIGENCE, AUTOMATED ESSAY SCORING, AUTOMATED WRITING EVALUATION, TEACHER
