>Is it because it's an "it could come at literally any time" thing, instead of being restricted to the class schedule? I would like to hope that grades delive

>Is it because it's an "it could come at literally any time" thing, instead of being restricted to the class schedule? I would like to hope that grades delivered in class also come with some modicum of qualitative assessment and psychosocial support. You might be giving Johnny a D grade, but you also tell him that he's making good progress and you know he'll do better next time if he keeps trying. You know that a B grade feels like a catastrophe to Anne, so you remind her that she's a good student and this is just a minor blip. John barely scraped a C, but for him that's a damned miracle and he deserves a resounding attaboy. All too often, we in tech find a more efficient way of facilitating the core function, but we strip out vitally important secondary functions. Automating the process of grade delivery removes or substantially defers the opportunity for interaction between student and teacher at a critical psychological moment. The grading app doesn't know if a student is pleased with their grade or devastated. It can't see the pride in their smile, it can't see the hope drain out of their eyes. That simple human interaction is infinitely complex and vitally important, but we've reduced it to a couple of bytes of data.