Machine Scoring of Student Essays
Truth and Consequences
Publication Year: 2006
Published by: Utah State University Press
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We’re in the fifth year of the twenty-first century and the Parliament of India, several universities in Italy, and four Catholic churches in Monterrey, Mexico, all have bought cell-phone jammers. Meanwhile in the State of Texas, USA, the State Board of Education has decided that students who fail the essay-writing ...
1 INTERESTED COMPLICITIES: The Dialectic of Computer-Assisted Writing Assessment
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She knew how difficult creating something new had proved. And she certainly had learned the hard way that there were no easy shortcuts to success. In particular, she remembered with embarrassment how she had tried to crash through the gates of success with a little piece on a young author struggling to succeed, ...
2 THE MEANING OF MEANING: Is a Paragraph More than an Equation?
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Several chapters in this collection allude to or deal briefly with issues of “meaning” in the controversy about the machine scoring of essays. This chapter’s intent is to explore extensively the “meaning of meaning,” arguing that, although they may appear to be esoteric, considerations of “meaning” are central to the controversy ...
3 CAN’T TOUCH THIS: Reflections on the Servitude of Computers as Readers
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Consider, for a moment, what’s going on. First, you’re in a multidimensional context where you and I, and this text, share a presence, a purpose, and knowledge that delimit the interpretive possibilities and let you begin fitting into boxes what little you’ve seen so far, or maybe shaping a box around it: academic genre, ...
4 AUTOMATONS AND AUTOMATED SCORING: Drudges, Black Boxes, and Dei Ex Machina
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Her name really is Nancy Drew. Like her fictional namesake, she is into saving people, although more as the author of a mystery than the hero of one. She teaches English at a high school in Corpus Christi, Texas, and according to the local newspaper (Beshur 2004), she has designed a software program that will grade student essays. ...
5 TAKING A SPIN ON THE INTELLIGENT ESSAY ASSESSOR
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The following narrative recounts an experiment I performed upon a particular essay-scoring machine, the Intelligent Essay Assessor (IEA), that was first brought to my attention by Anne Herrington and Charles Moran’s 2001 College English essay “What Happens When Machines Read Our Students’ Writing?” ...
6 ACCUPLACER’S ESSAY-SCORING TECHNOLOGY: When Reliability Does Not Equal Validity
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Placement of students in first-year writing courses is generally seen as a time-consuming but necessary exercise at most colleges and universities in the United States. Administrators have been concerned about both the expense and inconvenience of testing, about the validity of the tests, and about the reliability of the scorers. ...
7 WRITEPLACER PLUS IN PLACE: An Exploratory Case Study
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In 2001, we published an essay in College English entitled “What Happens When Machines Read Our Students’ Writing?” In it, we discussed two computer programs, then relatively new to the market, that were designed to evaluate student writing automatically: WritePlacer Plus, developed by Vantage Technology, ...
8 E-WRITE AS A MEANS FOR PLACEMENT INTO THREE COMPOSITION COURSES: A Pilot Study
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In the fall of 2002 Utah Valley State College (UVSC) began institutional research into placement tests for first-year composition courses: two basic writing courses and a freshman composition course. UVSC researchers had previously presented evidence in the article “Basic Writing Placement with Holistically Scored ...
9 COMPUTERIZED WRITING ASSESSMENT: Community College Faculty Find Reasons to Say “Not Yet”
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Community colleges exist to provide educational opportunities to a fluid population, many of whom encounter sudden changes in their work, family lives, and financial situations. For this reason, community colleges often admit, place, and register a student for classes all within a little more than twenty-four hours. ...
10 PILOTING THE COMPASS E-WRITE SOFTWARE AT JACKSON STATE COMMUNITY COLLEGE
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Placement issues are a major concern in higher education. Many states require students who do not have college-level scores on entrance exams such as the ACT or SAT to take precollege developmental classes. Without reliable placement testing, students may be put into classes that are too easy for them and become bored, ...
11 THE ROLE OF THE WRITING COORDINATOR IN A CULTURE OF PLACEMENT BY ACCUPLACER
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Placement processes into college writing and developmental writing courses include diverse options. Processes include use of external exams and externally set indicators, such as SAT or ACCUPLACER scores; use of locally designed essay topics for placement that are assessed by human readers using either holistic ...
12 ALWAYS ALREADY: Automated Essay Scoring and Grammar-Checkers in College Writing Courses
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Although Ken S. McAllister and Edward M. White call the development of automated essay scoring “a complex evolution driven by the dialectic among researchers, entrepreneurs, and teachers” (chapter 1 of this volume), within composition studies the established tradition points toward the rejection of ...
13 AUTOMATED ESSAY GRADING IN THE SOCIOLOGY CLASSROOM: Finding Common Ground
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This chapter describes an effort by one author, a sociologist, to introduce automated essay grading in the classroom, and the concerns raised by the other author, the director of a campuswide writing program, in evaluating the grading scheme for fulfillment of a writing-intensive (WI) requirement. ...
14 AUTOMATED WRITING INSTRUCTION: Computer-Assisted or Computer-Driven Pedagogies?
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Elsewhere in this collection William Condon (chapter 15) exposes the losses college writing programs may experience when employing machine scoring in the assessment process. Contrasting machine scoring with a host of other more “robust” forms of assessment, such as portfolio-based assessment, ...
15 WHY LESS IS NOT MORE: What We Lose by Letting a Computer Score Writing Samples
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Earlier in this volume, Rich Haswell (chapter 4) questions the validity of machine scoring by tying it to holistic scoring methodologies—and I certainly agree with his critique of timed writings, holistically scored. However, I want to suggest that questions about machine scoring differ from questions about holistic readings. ...
16 MORE WORK FOR TEACHER? Possible Futures of Teaching Writing in the Age of Computerized Assessment
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In her book More Work for Mother: The Ironies of Household Technology from the Open Hearth to the Microwave (1983), Ruth Schwartz Cowan presents a feminist history of modern household technology. As the title of her book emphasizes, her argument is that the hundreds of “gadgets” invented with the purpose of easing ...
17 A BIBLIOGRAPHY OF MACHINE SCORING OF STUDENT WRITING, 1962–2005
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This bibliography focuses on the theory, design, application, and implications of automated or machine rating of extended student writing. It covers the literature in English that speculates and reports on the success of computers in scoring “free text” or essaylike compositions of students. ...
GLOSSARY OF TERMS
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Publication Year: 2006