Providing feedback is widely recognized as crucial for refining students’ writing skills. Recent advances in language models (LMs) have made it possible to automatically generate feedback that is actionable and well-aligned with human-specified attributes. However, it remains unclear whether the feedback generated by these models is truly effective in enhancing the quality of student revisions. Moreover, prompting LMs with a precise set of instructions to generate feedback is nontrivial due to the lack of consensus regarding the specific attributes that can lead to improved revising performance. To address these challenges, we propose PROF that PROduces Feedback via learning from LM simulated student revisions. PROF aims to iteratively optimize the feedback generator by directly maximizing the effectiveness of students’ overall revising performance as simulated by LMs. Focusing on an economic essay assignment, we empirically test the efficacy of PROF and observe that our approach not only surpasses a variety of baseline methods in effectiveness of improving students’ writing but also demonstrates enhanced pedagogical values, even though it was not explicitly trained for this aspect.

Large Language Models (LLMs) offer novel opportunities for educational applications that have the potential to transform traditional learning for students. Despite AI-enhanced applications having the potential to provide personalized learning experiences, more studies are needed on the design of generative AI systems and evidence for using them in real educational settings. In this paper, we design, implement and evaluate \texttt{Reviewriter}, a novel tool to provide students with AI-generated instructions for writing peer reviews in German. Our study identifies three key aspects: a) we provide insights into student needs when writing peer reviews with generative models which we then use to develop a novel system to provide adaptive instructions b) we fine-tune three German language models on a selected corpus of 11,925 student-written peer review texts in German and choose German-GPT2 based on quantitative measures and human evaluation, and c) we evaluate our tool with fourteen students, revealing positive technology acceptance based on quantitative measures. Additionally, the qualitative feedback presents the benefits and limitations of generative AI in peer review writing.

Large Language Models (LLMs) are increasingly utilized in educational tasks such as providing writing suggestions to students. Despite their potential, LLMs are known to harbor inherent biases which may negatively impact learners. Previous studies have investigated bias in models and data representations separately, neglecting the potential impact of LLM bias on human writing. In this paper, we investigate how bias transfers through an AI writing support pipeline. We conduct a large-scale user study with 231 students writing business case peer reviews in German. Students are divided into five groups with different levels of writing support: one in-classroom group with recommender system feature-based suggestions and four groups recruited from Prolific – a control group with no assistance, two groups with suggestions from fine-tuned GPT-2 and GPT-3 models, and one group with suggestions from pre-trained GPT-3.5. Using GenBit gender bias analysis and Word Embedding Association Tests (WEAT), we evaluate the gender bias at various stages of the pipeline: in reviews written by students, in suggestions generated by the models, and in model embeddings directly. Our results demonstrate that there is no significant difference in gender bias between the resulting peer reviews of groups with and without LLM suggestions. Our research is therefore optimistic about the use of AI writing support in the classroom, showcasing a context where bias in LLMs does not transfer to students’ responses.