Developing Component Scores from Natural Language Processing Tools to Assess Human Ratings of Essay Quality [Konferenzbericht] Paper presented at the International Florida Artificial Intelligence Research Society Conference (27th, 2014).

Autor/inn/en	Crossley, Scott A.; McNamara, Danielle S.
Titel	Developing Component Scores from Natural Language Processing Tools to Assess Human Ratings of Essay Quality [Konferenzbericht] Paper presented at the International Florida Artificial Intelligence Research Society Conference (27th, 2014).
Quelle	(2014), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Essays; Computer Assisted Testing; Writing Evaluation; Scores; Natural Language Processing; Scoring; Intelligent Tutoring Systems; College Freshmen; Prompting; Standardized Tests; Grade 9; Grade 10; Grade 12; High School Students + Suchen Sie Ihr Suchwort? Essay; Aufsatzunterricht; Natürliche Sprache; Bewertung; Intelligentes Tutorsystem; Studienanfänger; Benutzerführung; Standadised tests; Standardisierter Test; School year 09; 9. Schuljahr; Schuljahr 09; School year 12; 12. Schuljahr; Schuljahr 12; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	This study explores correlations between human ratings of essay quality and component scores based on similar natural language processing indices and weighted through a principal component analysis. The results demonstrate that such component scores show small to large effects with human ratings and thus may be suitable to providing both summative and formative feedback in an automatic writing evaluation systems such as those found in Writing-Pal. [This paper was published in: "Proceedings of the Twenty-Seventh International Florida Artificial Intelligence Research Society Conference" (p.381-386). Association for the Advancement of Artificial Intelligence, 2014.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01