Where it may and may not be used.
WHERE IT CAN HELP
Producing marking criteria Drafting feedback, for review Identifying common errors across a set of work Generating practice assessments
WHERE IT MUST NOT BE USED
Determining a grade Assessing without teacher review Any decision affecting a student's progression
WHY
An assessment affects a student materially. It requires a teacher's judgement and accountability.
THE FEEDBACK QUESTION
Generated feedback is generic unless carefully directed.
"Here is a student's work and the criteria. Draft feedback identifying two strengths and two specific improvements."
Then rewrite it in your own terms. Students recognise generic feedback.
WHAT GOES WRONG
Feedback that does not address the actual work Grades inconsistent with the criteria Bias in assessment of particular styles of writing
FOR DETECTING AI USE IN STUDENT WORK
Detection tools are unreliable in both directions.
Accusing a student based on a detection score is unsafe.
WHAT TO DO INSTEAD
Assess in ways that make generated work less useful: discussion, process, drafts, in-person work.
