Comparing expert tutor evaluation of reflective essays with marking by generative artificial intelligence (AI) tool
Abstract
Artificial Intelligence (AI) has become a debatable topic within educational communities, regarding its integration in teaching and learning. While academic institutions worldwide engage in discussions about AI’s role in assessment, the focus often centres on concerns about academic integrity, rather than its ability to improve the reliability of the assessment process (as compared with human intelligence in performance assessment and evaluation). However, some universities in the UK and Australia, are exploring AI’s potential to enhance alternative forms of assessment and reliability through grading and personalised feedback. These institutions are carefully considering the ethical, philosophical, and legal implications of AI integration in learning and teaching. Conversely, others hesitate to adopt AI in assessments, opting to preserve the conventional and tried traditional methods due to concerns about academic integrity.
Identifier Metadata
| Identifier | 110.1120/CON.2026.01091 |
| Canonical | mdoi:110.1120/CON.2026.01091 |
| Resolver URL | https://mdoi.org/110.1120/CON.2026.01091 |
| Resource URL | Open resource |
| Document URL | Open document |
| Content Type | Article |
| Authors | Isaiah T. Awidi |
| Year | 2024 |
| Depositor | Convergence Chronicles Organisation |
| Prefix | 110.1120 |
| Registered | Aug. 14, 2026 |
| Updated | Aug. 14, 2026 |
| Status | Active |
| Visibility | Public |
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