Machine scoring of student essays: truth and consequences

Medientyp: E-Book

Titel: Machine scoring of student essays : truth and consequences

Beteiligte: Ericsson, Patricia Freitag [Sonstige Person, Familie und Körperschaft]; Haswell, Richard H. [Sonstige Person, Familie und Körperschaft]

Erschienen: Logan: Utah State University Press, 2006
[S.l.]: HathiTrust Digital Library, 2010

Umfang: 1 Online-Ressource (268 pages)

Sprache: Englisch

ISBN: 9780874216325; 0874215366; 9781283283496; 1283283492; 9780874215366; 087421632X

Schlagwörter: English language Rhetoric Study and teaching Evaluation ; Report writing Study and teaching (Higher) Evaluation ; Grading and marking (Students) Data processing ; Educational tests and measurements Data processing ; English language ; Report writing ; Grading and marking (Students) ; Educational tests and measurements ; LANGUAGE ARTS & DISCIPLINES ; Rhetoric ; REFERENCE ; Writing Skills ; LANGUAGE ARTS & DISCIPLINES ; Composition & Creative Writing ; EDUCATION ; Higher ; Educational tests and measurements ; Data processing ; English language ; Rhetoric ; Study and teaching ; Evaluation ; Grading and marking (Students) ; Data processing ; Report writing ; Study and teaching (Higher) ; Evaluation ; Electronic book

Hersteller der Reproduktion: [S.l.]: HathiTrust Digital Library, 2010

Reproduktionsnotiz: Electronic reproduction

Entstehung:

Anmerkungen: Includes bibliographical references and index
Use copy Restrictions unspecified star MiAaHDL
Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002

Beschreibung: The current trend toward machine-scoring of student work, Ericsson and Haswell argue, has created an emerging issue with implications for higher education across the disciplines, but with particular importance for those in English departments and in administration. The academic community has been silent on the issue-some would say excluded from it-while the commercial entities who develop essay-scoring software have been very active. Machine Scoring of Student Essays is the first volume to seriously consider the educational mechanisms and consequences of this trend, and it offers important discussions from some of the leading scholars in writing assessment. Reading and evaluating student writing is a time-consuming process, yet it is a vital part of both student placement and coursework at post-secondary institutions. In recent years, commercial computer-evaluation programs have been developed to score student essays in both of these contexts. Two-year colleges have been especially drawn to these programs, but four-year institutions are moving to them as well, because of the cost-savings they promise. Unfortunately, to a large extent, the programs have been written, and institutions are installing them, without attention to their instructional validity or adequacy. Since the education software companies are moving so rapidly into what they perceive as a promising new market, a wider discussion of machine-scoring is vital if scholars hope to influence development and/or implementation of the programs being created. What is needed, then, is a critical resource to help teachers and administrators evaluate programs they might be considering, and to more fully envision the instructional consequences of adopting them. And this is the resource that Ericsson and Haswell are providing here

The current trend toward machine-scoring of student work, Ericsson and Haswell argue, has created an emerging issue with implications for higher education across the disciplines, but with particular importance for those in English departments and in administration. The academic community has been silent on the issue-some would say excluded from it-while the commercial entities who develop essay-scoring software have been very active. Machine Scoring of Student Essays is the first volume to seriously consider the educational mechanisms and consequences of this trend, and it offers important discussions from some of the leading scholars in writing assessment. Reading and evaluating student writing is a time-consuming process, yet it is a vital part of both student placement and coursework at post-secondary institutions. In recent years, commercial computer-evaluation programs have been developed to score student essays in both of these contexts. Two-year colleges have been especially drawn to these programs, but four-year institutions are moving to them as well, because of the cost-savings they promise. Unfortunately, to a large extent, the programs have been written, and institutions are installing them, without attention to their instructional validity or adequacy. Since the education software companies are moving so rapidly into what they perceive as a promising new market, a wider discussion of machine-scoring is vital if scholars hope to influence development and/or implementation of the programs being created. What is needed, then, is a critical resource to help teachers and administrators evaluate programs they might be considering, and to more fully envision the instructional consequences of adopting them. And this is the resource that Ericsson and Haswell are providing here

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