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When capacity constraints hinder university instructors’ ability to give   feedback, software tools might provide a remedy. We analyzed students’   acceptance of automatic assessments and the development of learning-related   characteristics such as motivation, achievement aspirations, and subjective   learning. We randomly assigned university students to four groups that   differed with regard to the real and assumed source of assessment of   students’ texts (i.e., teaching assistant or software tool). Data from N =   300 students were analyzed. Assessments were less accepted when presumably   coming from the software tool. Students mostly preferred human graders over   computers in teaching in general, but this preference was weakened for some   situations when students assumed they were being assessed by the software   tool. Nevertheless, students saw some general merits to assessment by   computers, and the development of learning-related characteristics was not   affected by the real or assumed source of assessment. Thus, combining   feedback from software tools and human graders seems to be a feasible way to   expand feedback capacities in higher education

Automatic essay assessment: Effects on students’ acceptance and on learning-related characteristics