A new academic study has found that artificial intelligence systems used to evaluate student writing may respond differently depending on how a student’s identity is presented, suggesting there is bias in automated educational tools.
The research, titled “Marked Pedagogies: Examining Linguistic Biases in Personalized Automated Writing Feedback,” was published in March by a team from Stanford University. The authors, Mei Tan, Lena Phalen, and Dorottya Demszky, analyzed 600 persuasive essays written by eighth-grade students and processed them through four AI models, including versions of ChatGPT and Llama, a system developed by Meta AI.
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