Audrey Watters looks at computer grading (and computer writing). It’s a good look, and one that ends on good questions. Here are the last two paragraphs of questions:

How can we get students to write more? How can we help them find their voice and hone their craft? How do we create authentic writing assignments and experiences – ones that appeal to real issues and real discourse communities, not just to robot graders? How do we encourage students to find something to say and to write that something well? Is that by telling them that their work will be assessed by an automaton?

How do we support the instructors who have to read student papers and offer them thinking and writing guidance? When we talk about saving time and money here, whose bottom line are we really looking out for? Who's really interested in this robot grader technology? And why?