Automated Essay Evaluation and the Teaching of Writing

Elliot, Norbert; Klobucar, Andrew

doi:10.4324/9780203122761.ch2

Cited by 13 publications

(15 citation statements)

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“…Thinking about how course topics relate to their own life, or the lives of others, made biology more relevant to students, and helped them stay engaged in their coursework. Students wrote longer essays when thinking about utility value, and this may reflect greater engagement with course topics (Elliot & Klobucar, 2013). The assignment may also have promoted deeper cognitive processing of the material, facilitating learning (Harackiewicz, Tibbetts et al, 2014), and this is supported by the text analysis findings.…”

Section: Discussionmentioning

confidence: 99%

Closing achievement gaps with a utility-value intervention: Disentangling race and social class.

Harackiewicz

Canning

Tibbetts

et al. 2016

Journal of Personality and Social Psychology

400

570

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Many college students abandon their goal of completing a degree in STEM when confronted with challenging introductory-level science courses. In the U.S., this trend is more pronounced for underrepresented minority (URM) and first-generation (FG) students, and contributes to persisting racial and social-class achievement gaps in higher education. Previous intervention studies have focused exclusively on race or social class, but have not examined how the two may be confounded and interact. This research therefore investigates the independent and interactive effects of race and social class as moderators of an intervention designed to promote performance, measured by grade in the course. In a double-blind randomized experiment conducted over four semesters of an introductory biology course (N = 1040), we tested the effectiveness of a utility-value intervention in which students wrote about the personal relevance of course material. The utility-value intervention was successful in reducing the achievement gap for FG-URM students by 61%: the performance gap for FG-URM students, relative to CG-Majority students, was large in the control condition, .84 grade points (d = .98), and the treatment effect for FG-URM students was .51 grade points (d = 0.55). The UV intervention helped students from all groups find utility value in the course content, and mediation analyses showed that the process of writing about utility value was particularly powerful for FG-URM students. Results highlight the importance of examining the independent and interactive effects of race and social class when evaluating interventions to close achievement gaps and the mechanisms through which they may operate.

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Section: Discussionmentioning

confidence: 99%

Closing achievement gaps with a utility-value intervention: Disentangling race and social class.

Harackiewicz

Canning

Tibbetts

et al. 2016

Journal of Personality and Social Psychology

400

570

View full text Add to dashboard Cite

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“…For evaluation, there is no articulated framework. As per [ 23 ], continuous feedback and instruction help the learner to achieve best in learning skills Storch and Tapper [ 24 ]; Polio et al [ 25 ] Elliot and Klobucar [ 26 ]; Aryadoust et al [ 27 ].…”

Section: Background and Preliminariesmentioning

confidence: 99%

Performance Evaluation of SeisTutor Using Cognitive Intelligence‐Based “Kirkpatrick Model”

Singh

Gunjan

Ramana

et al. 2022

Computational Intelligence and Neuroscience

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The classroom learning environment facilitates human tutors to interact with every learner and get the opportunity to understand the learner’s psychology and then provide learning material (access learner prior knowledge and well align the learning material as per learner requirement) to them accordingly. Implementing this cognitive intelligence in intelligent tutoring system is quite tricky. This research has focused on mimicking human tutor cognitive intelligence in the computer-aided system of offering an exclusive curriculum to the learners. The prime focus of this research article is to evaluate the proposed SeisTutor using Kirkpatrick’s four-phase evaluation model. Experimental results depicting the enhanced learning gain through intelligence incorporated SeisTutor as against the intelligence absence are demonstrated.

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“…Our exploration of the hierarchical approach is intended to expand the array of methods that might be used when developing AES systems (see Elliot & Klobucar, 2013, for the role of innovation in AES systems). The results indicate that the accuracy of the scores is equivalent to accuracy reported using techniques in which the features of the essay are considered simultaneously in the algorithm (Attali & Burstein, 2006;Ramineni et al, 2012;Rudner et al, 2005Rudner et al, , 2006.…”

Section: Resultsmentioning

confidence: 99%