Two school days. That’s all it took.

In 2024, I chaperoned field trips two days in a row, for two different grade levels, and came back to roughly 450 ungraded assignments.

I knew what to do, I’ve done it before, mark them credit or no credit and move on. Students get something out of that. They did the practice. But if any of them were practicing it wrong, nobody catches it, nobody tells them, and the misunderstanding rides along into the next unit.

That pile of work led me to build an AI grading assistant. And this past April, I removed its most automated feature: the one that could return an AI-generated grade and comment to a student before I had reviewed it.

Building that feature was easy to justify. Removing it taught me which part of grading a teacher can’t hand off.

Most of what students turn in to me isn’t a clean essay. I teach engineering, and my students submit designs, schematics, code, and photos of physical work. That’s part of why many teachers I know still don’t grade with AI. They’ll use it to scaffold a unit or soften an email to a parent, but grading with it usually means pasting work into a chatbot one assignment at a time, which is so slow I can grade it faster myself. So, I built my own tool.

I teach mechatronics, and if mechatronics teaches you anything, it’s that efficiency matters. You optimize the system and eliminate friction. I brought that mindset to the product I built, and the logical endpoint was auto-return. The AI could evaluate the work, draft the grade and comment, and send it back to the student without another click from me, late submissions included. I had spent hours tuning it to grade against my assignment, handouts, instructions, and rubric.

Then a student came up to me one day, happy about the encouraging comment on an assignment. The comment had motivated him to redo the work and resubmit it.

Read the full article about the limitations of AI grading by Steven Swanson at EdSurge.