This webinar will run from 10:00 am - 12:00 pm ET / 7:00 am - 9:00 am PT on March 28, 2026 for a total of 2 credit hours.

For those who cannot attend the live webinar on March 28, a recording of the webinar will be available for 7 days following the live webinar, beginning the following Monday.
CE credit is only available for live attendance.

In the last couple of years, Large Language Models (LLMs) have disrupted many
aspects of assessment. AI plagiarism is a threat to the integrity of many traditional
assessments, but AI grading and feedback tools promise to improve learning and
reduce teacher workload. What is the hype and what is reality? How can we avoid a
dystopian future where AI chatbots grade AI-generated assignments?

Daisy Christodoulou is the Director of Education at No More Marking, who provide
thousands of schools around the world with innovative Comparative Judgement
writing assessments. No More Marking are pioneers in the application of AI to
assessment. They combine technological innovation with a deep understanding of
educational research, ensuring their assessments don’t just measure writing but help
improve it.

This session will provide you with general principles you can use to evaluate new AI
assessment practices, and with

LEARNING OBJECTIVES

Participants will be able to:

Understand the strengths and weaknesses of Large Language Models when applied to assessing written assignments

Understand how Large Language Models can be used to support summative assessment of written assignments

Understand how Large Language Models can be used to support formative assessment of written assignments

Understand how to counter the threat of AI plagiarism

WHO SHOULD ATTEND

Teachers From Grades 2 to 12 and Higher

Teachers Who Assess Writing

Daisy Christodoulou, MA

Daisy Christodoulou is Director of Education at No More Marking, a
provider of online comparative judgement assessments. She works
closely with schools in the UK, Australia and USA on developing new
approaches to assessment, and on applications of artificial
intelligence in the classroom.

Before that, she was Head of Assessment at Ark Schools, a network
of academy schools. She has taught English in two London
comprehensives and has been part of UK government commissions
on the future of teacher training and assessment.

Daisy is the author of three books about education: Seven Myths
about Education (2013), Making Good Progress? The future of
Assessment for Learning (2017), and Teachers vs Tech (2020).

LEARNING OBJECTIVES

WHO SHOULD ATTEND

Daisy Christodoulou, MA

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