Frame disclosure of AI involvement as an instructional prompt rather than a disclaimer¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The paper draws a practitioner implication from its finding that transparency operated as an instructional intervention: "transparency about AI involvement may be more than an ethical obligation. It may be a pedagogical strategy in its own right, one that prompts students to engage critically with feedback rather than accepting it passively." Instructors considering AI-assisted feedback are advised to "frame disclosure not as a disclaimer but as an instructional prompt." This positions disclosure as a trigger for metacognitive and ethical reasoning about evaluation.

Design Implications¶

Context¶

Requirements¶

• Instructor must be using or considering AI-assisted feedback; disclosure must explicitly name the AI as the source of feedback and score

Constraints¶

• Grounded in one qualitative study of 13 students in a Saudi computing course; the authors call the interpretation tentative pending controlled designs

Target Learners¶

• undergraduate students in higher education

Target Learning Goals¶

• critical engagement with AI-generated feedback; metacognitive and ethical awareness of assessment

Affordances¶

• Three Principle Framework Genai Writing Assessment

Related Strategies¶

Examples¶

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Key Sources¶

• Rayed AlGhamdi. (2026). Who Should Grade My Work? Student Perspectives on Transparent AI-Assisted Writing Assessment in Higher Education. https://orcid.org/0000-0002-6277-2124