With adaptive learning platforms and automated administrative tasks now commonplace, artificial intelligence (AI) is no newcomer to the world of education. But one area that is sparking debate is its potential role in marking student assessments. Could AI save educators valuable time or does it risk compromising the human element central to learning? The arguments for turning grading over to AI include time management and consistency, but these should be weighed against factors such as ethical implications and AI hallucinations. Perhaps there is a middle ground, where AI could act as a lecturer’s assistant rather than a replacement?
