Who Should Grade My Work? Student Perspectives on Transparent AI-Assisted Writing Assessment in Higher Education
A Saudi university study finds students value ChatGPT writing feedback but treat human instructors as the final grading authority.
Thirteen male undergraduate computing students at a Saudi public university completed handwritten writing tasks that were scored by ChatGPT using a rubric-based prompt, then reflected after being told the score and feedback were AI-generated. Inductive thematic analysis identified four themes: perceived feedback usefulness, awareness of AI's contextual and pedagogical limitations, conditional trust, and reflection on the instructor's institutional role. Participants accepted GenAI feedback for surface-level revision but consistently positioned human instructors as the authority over grading decisions, distinguishing feedback utility from evaluative authority.