Automated Essay Grading in the Sociology Classroom:

Brent, Edward; Townsend, Martha A.

doi:10.2307/j.ctt4cgq0p.16

Cited by 5 publications

(2 citation statements)

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“…Appeal to accidents is relatively common (N = 14), and includes statements referring to a crisis causing students to miss work or be unable to focus, such as ''a horrible life crisis,'' ''someone was really sick,'' and ''a death in the family. Much less common were scapegoating (four statements blaming the cheating on a software program used in the course 1 ), appeal to defeasibility (two statements about ''accidentally plagiarizing'' and ''doesn't mean to cheat''), and appeal to (Brent et al 2010;Brent and Townsend 2007) extensively to automatically grade student assignments. Comments here included ''SAGrader… does not accept answers other than those directly copied from the text'' or ''SAGrader won't accept information if you reword it too much'' (statements that are untrue).…”

Section: Scott and Lyman's Sub-categories Of Excusesmentioning

confidence: 99%

Accounting for Cheating: An Evolving Theory and Emergent Themes

Brent

Atkisson

2011

Res High Educ

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This study examines student responses to the question, ''What circumstances, if any, could make cheating justified?'' It then assesses how well those responses can be classified by existing theories and categories that emerge from a qualitative analysis of the data. Results show considerable support for techniques of neutralization, partial support for the accounts perspective, and further insights from emergent categories. Reasons offered by students as justifications for cheating serve both rational decision making and post-hoc rationalizations. Policies designed to promote academic integrity must address both of those. The rational decision making view suggests an implicit contract between instructor and student that offers opportunities for reducing cheating by clarifying expectations for students and by designing courses that live up to the instructor's side of that contract. The rationalizing view reinforces the need for consistent enforcement of clear standards.

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Section: Scott and Lyman's Sub-categories Of Excusesmentioning

confidence: 99%

Accounting for Cheating: An Evolving Theory and Emergent Themes

Brent

Atkisson

2011

Res High Educ

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“…When the opportunity for repeated feedback is available this collaboration between student and instructor can be extensive. SAGrader™ is an online automated essay grading service developed by Idea Works, Inc (Brent, Carnahan, McCully, & Green, 2006); (Brent & Townsend, 2007). SAGrader permits students to submit essays at any time over the world-wide-web using standard web browsers.…”

Section: Using Sagrader To Enhance the Collaborative Learning Environmentioning

confidence: 99%

Time-Shifted Online Collaboration

Brent

Atkisson

Green³

2010

Monitoring and Assessment in Online Collaborative Environments

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This chapter examines online collaboration in a distributed e-learning environment. The authors describe the emerging technology of Web-based automated essay grading that provides extensive real-time data for monitoring and enhancing e-learning activities. They examine data from student use of this software service in a large introductory social science class. Using information routinely collected by the system, the authors find that students take advantage of this learning environment to revise and resubmit essays, dramatically improving their final grade by an average of 20% or two letter grades. They conclude the essential components of this learning environment that makes it so successful are its ability to provide detailed, personalized feedback to students immediately after they submit their work along with the opportunity to revise and resubmit. This transforms an automated assessment tool into a powerful collaborative learning environment. Instead of waiting days or weeks for instructor comments, that feedback is time-shifted to occur at the time it can be most effective for students. Changing the timing of feedback creates a powerful teachable moment when students have motivation, information, opportunity, and feedback. They are motivated to improve their grade, they are told what they did right or wrong while the relevant information is fresh in their minds, and they have the opportunity to revise and resubmit. The chapter ends with consideration of how those same elements can be, and sometimes already are, used in other instructional strategies such as podcasting to create effective learning environments that take advantage of the teachable moment.

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Determinants affecting teachers’ adoption of AI-based applications in EFL context: An analysis of analytic hierarchy process

Han

2022

Educ Inf Technol

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Automated Essay Grading in the Sociology Classroom:

Cited by 5 publications

References 0 publications

Accounting for Cheating: An Evolving Theory and Emergent Themes

Accounting for Cheating: An Evolving Theory and Emergent Themes

Time-Shifted Online Collaboration

Determinants affecting teachers’ adoption of AI-based applications in EFL context: An analysis of analytic hierarchy process

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