Higher Education Challenge Characterization to Implement Automated Essay Scoring Model for Universities with a Current Traditional Learning Evaluation System

2019 ◽  
pp. 835-844 ◽  
Author(s):  
José Carlos Machicao
Keyword(s):  
Higher Education ◽  
Evaluation System ◽  
Traditional Learning ◽  
Automated Essay Scoring ◽  
Scoring Model ◽  
Learning Evaluation ◽  
Essay Scoring ◽  
A Current

scholarly journals Exploring the Feasibility of an Automated Essay Scoring Model Based on LSTM

2021 ◽  
Vol 24 (4) ◽  
pp. 223-238
Author(s):  
Kangyun Park ◽  
Yongsang Lee ◽  
Dongkwang Shin
Keyword(s):  
Automated Essay Scoring ◽  
Scoring Model ◽  
Model Based ◽  
Essay Scoring

Evaluasi Pembelajaran Berbasis Outcomes di Pendidikan Tinggi Islam: Suatu Kajian Konseptual

2020 ◽  
Vol 8 (1) ◽  
pp. 81
Author(s):  
Ujang Endang ◽  
Husni Husni ◽  
Yosep Farhan Dafik Sahal
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Learning Outcomes ◽  
Evaluation System ◽  
Higher Education Institutions ◽  
Measurement Instruments ◽  
Higher Education System ◽  
Several Variables ◽  
Learning Evaluation ◽  
Evaluation Models

This article attempts to explore the concept of outcomes-based evaluation and then offers it as one of the evaluation models in Islamic higher education. By using the literature review method, this study successfully traced the outcomes-based evaluation concept, which is thought to be more suitable for use in Islamic higher education institutions. One of the characteristics of learning outcomes in Islamic higher education institutions is the use of abstract terms such as understanding, understanding, living, believing, realizing, and believing. These terms are often used when lecturers conduct assessments and evaluations on several variables that are not easily measured, such as religiosity, faith, morals, character, personality, and integrity. Statistically, these variables can still be measured, but the measurement instruments used must meet two conditions, namely valid and reliable. However, the current higher education system demands a measurable evaluation system, so that even though outcomes-based learning evaluation models become quite troublesome, Islamic higher education is still required to introduce and use them.

scholarly journals Contactless Academia – The Case for Automated Essay Scoring (AES) System in COVID 19 Pandemic

2021 ◽  
pp. 17-29
Author(s):  
Kennedy A. Osakwe ◽  
Kunle Ola ◽  
Pete Omotosho
Keyword(s):  
Higher Education ◽  
Scoping Review ◽  
Literature Search ◽  
Automated Essay Scoring ◽  
Mitigation Measure ◽  
Research Designs ◽  
Higher Institution ◽  
Essay Scoring ◽  
Search And Selection ◽  
Higher Institutions

Background: The 2019 SAR COV- 2 outbreak ushered and made the term ‘contactless’ a new normal for most businesses as a mitigation measure to risky coronavirus exposure. Similarly, there are several exposure scenarios in higher education where contact poses a threat. One of which is the handling and marking of essay scripts from assignments, task, research outputs and more. An invaluable measure worth considering is the inclusion of ‘Automated Essay Scoring’ (AES) system in the mitigation toolkits for higher institutions of learning. Objectives:  We conducted this scoping review to identify the suitability of AES products in higher education and examine the type of methods used to present these products. Methods: This study was undertaken in the form of a scoping review using the Prisma flow sequence of literature search and selection from 6 databases. Findings: Different AES products, literatures and research designs were employed in the investigation of AES products. The outcome of reviewed literatures varied on suitability of AES in scoring essay task in Higher Institution of Learning. Conclusion: There exist substantial case for the use of AES in most literatures amongst few opposing authors; however, in order to achieve contactless interface with human and materials in COVID 19 pandemic, AES should be used with triggers for human raters’ intervention in exceptional cases.

Comparison ofe-rater® Automated Essay Scoring Model Calibration Methods Based on Distributional Targets

2012 ◽  
Vol 12 (4) ◽  
pp. 345-364 ◽  
Author(s):  
Mo Zhang ◽  
David M. Williamson ◽  
F. Jay Breyer ◽  
Catherine Trapani
Keyword(s):  
Model Calibration ◽  
Automated Essay Scoring ◽  
Scoring Model ◽  
Calibration Methods ◽  
Essay Scoring

Automated Essay Scoring: A Human's Review

PsycCRITIQUES ◽  
2004 ◽  
Vol 49 (Supplement 14) ◽  
Author(s):  
Steven E. Stemler
Keyword(s):  
Automated Essay Scoring ◽  
Essay Scoring

Learning writing skills using feedback from automated essay scoring

2009 ◽  
Author(s):  
Ronald T. Kellogg ◽  
Alison P. Whiteford ◽  
Thomas Quinlan
Keyword(s):  
Writing Skills ◽  
Automated Essay Scoring ◽  
Essay Scoring

EVALD – a Pioneer Application for Automated Essay Scoring in Czech

2019 ◽  
Vol 113 (1) ◽  
pp. 9-30
Author(s):  
Kateřina Rysová ◽  
Magdaléna Rysová ◽  
Michal Novák ◽  
Jiří Mírovský ◽  
Eva Hajičová
Keyword(s):  
Czech Republic ◽  
Native Speakers ◽  
Threshold Level ◽  
Automated Essay Scoring ◽  
The Czech Republic ◽  
Linguistic Differences ◽  
Supervised Training ◽  
Language Data ◽  
Overall Performance ◽  
Essay Scoring

Abstract In the paper, we present EVALD applications (Evaluator of Discourse) for automated essay scoring. EVALD is the first tool of this type for Czech. It evaluates texts written by both native and non-native speakers of Czech. We describe first the history and the present in the automatic essay scoring, which is illustrated by examples of systems for other languages, mainly for English. Then we focus on the methodology of creating the EVALD applications and describe datasets used for testing as well as supervised training that EVALD builds on. Furthermore, we analyze in detail a sample of newly acquired language data – texts written by non-native speakers reaching the threshold level of the Czech language acquisition required e.g. for the permanent residence in the Czech Republic – and we focus on linguistic differences between the available text levels. We present the feature set used by EVALD and – based on the analysis – we extend it with new spelling features. Finally, we evaluate the overall performance of various variants of EVALD and provide the analysis of collected results.

General Models for Automated Essay Scoring: Exploring an Alternative to the Status Quo

2005 ◽  
Vol 33 (1) ◽  
pp. 101-113 ◽  
Author(s):  
P. Adam Kelly
Keyword(s):  
Empirical Evidence ◽  
Writing Assessment ◽  
Model Performance ◽  
Status Quo ◽  
Automated Essay Scoring ◽  
The Status ◽  
Essay Scoring ◽  
Better Than

Powers, Burstein, Chodorow, Fowles, and Kukich (2002) suggested that automated essay scoring (AES) may benefit from the use of “general” scoring models designed to score essays irrespective of the prompt for which an essay was written. They reasoned that such models may enhance score credibility by signifying that an AES system measures the same writing characteristics across all essays. They reported empirical evidence that general scoring models performed nearly as well in agreeing with human readers as did prompt-specific models, the “status quo” for most AES systems. In this study, general and prompt-specific models were again compared, but this time, general models performed as well as or better than prompt-specific models. Moreover, general models measured the same writing characteristics across all essays, while prompt-specific models measured writing characteristics idiosyncratic to the prompt. Further comparison of model performance across two different writing tasks and writing assessment programs bolstered the case for general models.

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