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The Society for the Advancement of Excellence in Education provides non-partisan education research and information to policy-makers, education partners and the public. Our purpose is to encourage higher performance throughout Canada's public education system.
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Automated Essay Scoring: A Literature Review
Dr. Susan Phillips
Executive Summary
Automated Essay Scoring (AES) is a relatively new field that draws upon the diverse disciplines of writing instruction, computational linguistics, and computer science. The purpose of this literature review is to communicate a balanced picture of the state of AES research and its implications for K-12 schools in Canada. It will be of interest to practitioners, developers of assessment technology and educational policy makers.
Susan M. Phillips provides a scan of the most recent literature on this topic which encompasses the variety of AES models, practical issues, diverse perspectives, and directions for future research. This review lays the foundation for the thoughtful use of AES in K-12 schools.
Chapter one describes the state of the literature in the field of AES, the range of stakeholders involved, and the research limitations inherent due to the proprietary nature of many of the AES systems.
In chapter two, a history of the development and use of AES is discussed as well as evidence from research indicating advantages and disadvantages related to its use.
Chapter three provides an overview of the analytic tools and several of the AES systems available in North America. It also indicates the unique demands that formative and summative assessments make on AES engines.
Chapter four presents research on the accuracy and validity of AES systems with respect to writing assessments. Additionally, it provides a background of research done on comparing agreement rates between AES systems and human raters.
Chapter five points to key considerations related to K-12 pedagogy with respect to AES, especially in the area of classroom-based formative assessment. This chapter also examines the potential for the use of AES with specific populations such as ESL, Online, and special needs students.
Key findings and implications are summarized in chapter six followed by eight recommendations for future research in the areas of pedagogy, technology development and educational policy.
Whether it is viewed as a promising tool to improve the potential of student writing or a threat that removes the teacher from the evaluation process, AES is an issue on the leading edge of assessment for K-12 in Canada.
Published February 2007. ISBN 978-0-9737755-7-0
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