<p>Written communication is an important skill for college students as it fosters the critical thinking and analytical skills required for success in education and beyond. Finding the time and resources needed to provide students with substantial feedback can be a challenge for faculty. Artificial Intelligence (AI) can provide (1) innovative support to address obstacles associated with grading and (2) formative feedback to students. However, as AI continues to make strides within education, there is mounting concern around human–AI partnerships. The present study centers on the impact of human–AI integrated grading and feedback. It focuses on educators’ perception of one AI tool in its ability to assist both educators in providing feedback and students in evaluating their own writing during the process. The research team examined adoption of the tool in four post-secondary courses across multiple semesters, in psychology, learning technology, and public administration, looking at changes in student writing, educator feedback, and occurrences of educators overriding the AI in grading. Findings suggest educators found the tool to be moderately useful in grading and providing feedback, primarily via regular implementation of long-form assignments that used the AI grading assistant. Educators perceived the AI took care of some mechanical aspects of providing feedback and grading. We also describe aspects of the AI tool where there was a perceived need for educator grading override and input. We conclude with recommendations for educators and administrators to optimize AI grading tools to ease workload and enhance student engagement in the writing process.</p>