Article
Mary Adewusi
7 min
Jul 16, 2025
Introduction
As a third-grade ELA teacher, providing detailed, unbiased feedback to a large group of students has always been a challenge. Despite frequent team meetings to align our grading practices for constructed responses, we often found ourselves reverting to subjective judgments in the classroom. Some teachers focused on content, while others emphasized conventions, making it difficult to track the impact of feedback consistently across assignments. This inconsistency limited our ability to give students the personalized attention they needed to grow as writers.
With the added pressure of state testing – third grade is the first year students in Rhode Island face this challenge – I knew I needed a more streamlined approach to grading without sacrificing quality. My goal was to ensure students' hard work throughout the year translated into tangible progress, helping them showcase their knowledge and skills effectively.
Discovering a game-changer
While searching for solutions, a mentor introduced me to EnlightenAI. Initially, I was skeptical, assuming it would be difficult to use or take more time than it saved. However, I quickly discovered how seamlessly it integrated with Google Classroom, allowing me to provide timely, differentiated feedback to students while saving hours of grading. It felt like a breakthrough.
To put it to the test, I worked with ten multilingual third-grade students over three weeks. Each week, they responded to a state assessment-style essay prompt, received feedback through EnlightenAI, and completed pre- and post-surveys about their experiences. My focus was on tracking improvements in idea development and English conventions through rubric-based assessments.
The role of feedback
When I first asked students how written feedback made them feel, their responses reflected a range of emotions. Some students expressed nervousness or discomfort, like one who admitted, “It makes me feel a little uncomfortable.” Others viewed feedback as an opportunity to learn and improve, with one saying, “It motivates me to try again.” For some, feedback even impacted their self-perception, as one shared, “It makes me feel sad or happy to find out if I did good or bad.”
By the second survey, their tone had shifted noticeably toward positivity and confidence. Students began to recognize feedback as a tool for growth. One shared, “It makes me feel great about the future,” while another said, “I will do better next time.” Although a few students still felt anxious about meeting expectations, most expressed increased optimism and a sense of encouragement.
Students also reflected on what parts of feedback they found most helpful. Initially, many valued constructive feedback that told them what they did wrong and how to fix it. One explained, “When I did something wrong, I can fix it and make it better.” Others highlighted the importance of feedback that motivated them, saying, “It motivates me to try again.”
By the second round of surveys, students began focusing more on specific outcomes like grades and positive reinforcement. “Feedback helps so I can see my grades to improve,” one noted, while another emphasized, “Feedback telling me what I did well.” This shift showed their growing understanding of how feedback could support both their confidence and their performance.
Results and reflections
Over the three weeks, all students showed measurable growth in idea development. While they continued to need support with standard English conventions, students began producing writing with clearer central ideas, more relevant details, and better organization. For example, one student reflected, “At first, I didn’t know how to put a lot of details, but now I know.” Another proudly stated, “It gets me better because it helps me fix mistakes.”
Students also became more engaged in the writing process. With consistent, actionable feedback, they started taking greater ownership of their work. Many pointed to specific changes, such as adding more details or focusing on following instructions more carefully. Scores gradually improved, moving from levels like “approaching proficiency” to full mastery in areas like clarity, evidence, and purpose.
With EnlightenAI, I was able to grade assignments in about half the time, freeing up valuable time to focus on other teaching priorities. For example, one of EnlightenAI’s recommendations was to incorporate guided reading sessions to strengthen students’ ability to use textual evidence in their essays. In response, I introduced annotation exercises, which helped students connect their reading and writing more effectively.
Challenges and insights
While EnlightenAI provided significant support, I still tailored its feedback to meet the needs of my multilingual learners. I made sure the language was accessible and age-appropriate so students could understand and apply the suggestions independently. Additionally, the small group setting in which students completed their writing assignments likely contributed to their progress. This individualized attention isn’t always possible in larger classrooms, underscoring the importance of creating supportive environments whenever possible.
Despite these challenges, the results were undeniable. Students’ writing improved in a short time, and their confidence in their abilities grew. By focusing on consistent and timely feedback, I saw my students begin to view writing not as a fixed skill but as an ongoing process of learning and improvement.
