Can AI Grade Like a Human? Validity, Reliability, and Fairness in University Coursework Assessment

Abstract

Background/purpose. Generative artificial intelligence (GenAI) is often promoted as a transformative tool for assessment, yet evidence of its validity compared to human raters remains limited. This study examined whether an AI-based rater could be used interchangeably with trained faculty in scoring complex coursework. Materials/methods. Ninety-one essays from teacher education courses at two Greek universities were independently evaluated by two human raters and an AI system, using a common rubric. Results. Human inter-rater reliability was excellent (ICC(2,1) = .884; ICC(2,k) k=2 = .938). In contrast, AI–human agreement was substantially weaker (AI vs Human-Z: ICC(2,1) = .406; ICC(2,k) = .578; AI vs Human-S: ICC(2,1) = .279; ICC(2,k) = .436). The AI consistently inflated scores by 2.71–3.32 points and compressed distributions, limiting its ability to discriminate across performance levels. Bland–Altman analyses confirmed systematic proportional bias, with over-scoring of weaker work and under-scoring of stronger work. Results revealed significant inconsistency in AI performance: while the model failed to align with Human-S (κ = .017), it demonstrated statistically significant, moderate agreement with Human-Z (κ = .367). This discrepancy highlights the lack of standardization in human grading and the sensitivity of algorithms to divergent interpretive frameworks. A principal component analysis suggested that AI captured a narrower construct of quality than human raters. Conclusion. These findings indicate that current GenAI tools are not suitable for high-stakes assessment in higher education, where fairness and construct validity are essential. They may, however, offer value in formative feedback or administrative support if used transparently and under human oversight.

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