ENGLISH LITERATURE ASSESSMENT: COMPARING THE AI-DRIVEN AND HUMAN EVALUATION OF UNIVERSITY STUDENT ESSAYS

Dr. Zuzana Sucháňová, PhD., Trnava University in Trnava, Slovakia

Abstract

Incorporating Artificial Intelligence (AI) into the education sector is evidence of a shift towards innovative assessment methods. This study focuses on the application of ChatGPT in assessing English literature essays written by undergraduate students, specifically by second-year students enrolled in the Teaching English Language and Literature programme. With AI technologies gaining prominence for their role in educational advancements, this research explores the use of select grading AI tools, such as CoGrader, OwlerAI, EnglightenAI, ChatGPT, and others in streamlining assessment processes such as grading and providing feedback. This paper employs a comparative analysis to investigate the effectiveness of AI-powered grading tools in grading a set of ten student essays, comparing the AI-driven assessments with those carried out by a human assessor. The focus is on exploring the ability of these tools to provide personalised feedback. Using mixted-method approach metrics, the study evaluates the precision, responsiveness and depth of feedback provided by select AI grading tools to determine whether the AI can match or outperform human assessors ability to understand and assess the complex textual analysis inherent in English literature essays. The findings highlight the AI grading tools’ significant potential to revolutionise the assessment by providing immediate, personalised feedback and critical challenges associated with automated assessment systems. By comparating the effectiveness of AI-driven grading tools and human assessment, this research contributes to the ongoing dialogue on the integration of AI tools in education and English literature studies specifically.

Keywords: AI-driven grading tools, English Literature, student essay, assessment, education