Exploring LLM-Generated Feedback for Economics Essays: How Teaching Assistants Evaluate and Envision Its Use

TL;DR

This study investigates how teaching assistants perceive and might utilize AI-generated feedback for economics essays, highlighting the importance of detailed rubrics and stepwise feedback to improve grading efficiency and consistency.

Contribution

It introduces an LLM-powered feedback engine tailored to economics essays and explores TAs' perspectives on integrating AI feedback into their workflow.

Findings

TAs see AI feedback as a tool to expedite grading

Detailed rubrics improve AI feedback quality

Stepwise feedback presentation aids TAs' use of AI suggestions

Abstract

This project examines the prospect of using AI-generated feedback as suggestions to expedite and enhance human instructors' feedback provision. In particular, we focus on understanding the teaching assistants' perspectives on the quality of AI-generated feedback and how they may or may not utilize AI feedback in their own workflows. We situate our work in a foundational college Economics class, which has frequent short essay assignments. We developed an LLM-powered feedback engine that generates feedback on students' essays based on grading rubrics used by the teaching assistants (TAs). To ensure that TAs can meaningfully critique and engage with the AI feedback, we had them complete their regular grading jobs. For a randomly selected set of essays that they had graded, we used our feedback engine to generate feedback and displayed the feedback as in-text comments in a Word document. We then performed think-aloud studies with 5 TAs over 20 1-hour sessions to have them evaluate the AI feedback, contrast the AI feedback with their handwritten feedback, and share how they envision using the AI feedback if they were offered as suggestions. The study highlights the importance of providing detailed rubrics for AI to generate high-quality feedback for knowledge-intensive essays. TAs considered that using AI feedback as suggestions during their grading could expedite grading, enhance consistency, and improve overall feedback quality. We discuss the importance of decomposing the feedback generation task into steps and presenting intermediate results, in order for TAs to use the AI feedback.