Research from the University of Surrey highlights risks and opportunities of AI in education
Generative AI is reshaping feedback in higher learning
Last updated 11 hours ago
Generative AI is transforming feedback in higher education, presenting both challenges and opportunities, according to new research led by the University of Surrey.
Published in Assessment & Evaluation in Higher Education, the study reveals how AI technologies, like ChatGPT, are now integral to feedback processes but warns they could undermine meaningful learning if not guided by care, trust, and connection.
The paper highlights AI's ability to generate responses swiftly but notes it cannot replace the judgement and relationships pivotal to effective feedback.
Researchers advocate for a "care-full" approach, viewing feedback as an ongoing dialogue, reflection, and growth process rather than mere comments.
Without this, feedback risks becoming transactional rather than a meaningful learning element.
Additionally, while AI-generated feedback can be useful, students often trust human feedback more, attributing it with greater understanding, empathy, and context—qualities AI cannot replicate.
Despite these concerns, AI can complement human feedback by providing students a low-pressure environment to explore ideas without fear of judgement.
Nevertheless, over-reliance on AI might diminish meaningful interactions between students and educators and exacerbate educational inequalities if certain students benefit more.
Supported by an international manifesto, the research outlines ten principles for feedback in the AI era, focusing on relational practices, ethical considerations, promoting learning over time, and integrating technological conversations with learners and educators.
With these principles, the researchers emphasize the importance of thoughtfully integrating AI in education alongside "care-full" feedback practices that uphold equity, expertise, and connection.