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Does AI, as a tool, deliver student feedback more effectively than the ballpoint pen?

Robert Comeau teaches senior English at Another Course to College, a college-preparatory high school in the Boston Public Schools network.

At the moment, assisted writing platforms are getting better at seeing what’s wrong with the surface of a student’s writing, but not what a student is doing well on that surface, or anything below. Students need teachers to see what strengths they bring, new insights they offer and the deep understandings they forge of complex texts. Students also need time to write without judgment, to tell their own stories and express their thoughts and feelings, with a focus on the whole student, not the surface of their texts.

Robert Comeau

Read the full opinion piece at The Hechinger Report.