eRevise: Using Natural Language Processing to Provide Formative Feedback on Text Evidence Usage in Student Writing [Konferenzbericht] Paper presented at the Annual Meeting of the Association for the Advancement of Artificial Intelligence (AAAI) (31st, 2019).

Autor/inn/en	Zhang, H.; Magooda, A.; Litman, D.; Correnti, R.; Wang, E.; Matsumura, L. C.; Howe, E.; Quintana, R.
Titel	eRevise: Using Natural Language Processing to Provide Formative Feedback on Text Evidence Usage in Student Writing [Konferenzbericht] Paper presented at the Annual Meeting of the Association for the Advancement of Artificial Intelligence (AAAI) (31st, 2019).
Quelle	(2019), (7 Seiten)Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Formative Evaluation; Essays; Writing (Composition); Revision (Written Composition); Scoring; Computer Software; Web Based Instruction; Teaching Methods; Feedback (Response); Grade 5; Grade 6; Elementary School Students; Pilot Projects; Writing Instruction; Natural Language Processing; Rural Schools; Louisiana + Suchen Sie Ihr Suchwort? Essay; Aufsatzunterricht; Schreibübung; Korrektur; Bewertung; Web Based Training; Teaching method; Lehrmethode; Unterrichtsmethode; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Pilot project; Modellversuch; Pilotprojekt; Schreibunterricht; Natürliche Sprache; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen
Abstract	Writing a good essay typically involves students revising an initial paper draft after receiving feedback. We present eRevise, a web-based writing and revising environment that uses natural language processing features generated for rubric-based essay scoring to trigger formative feedback messages regarding students' use of evidence in response-to-text writing. By helping students understand the criteria for using text evidence during writing, eRevise empowers students to better revise their paper drafts. In a pilot deployment of eRevise in 7 classrooms spanning grades 5 and 6, the quality of text evidence usage in writing improved after students received formative feedback then engaged in paper revision. [This paper was published in: "The Thirty-First AAAI Conference on Innovative Applications of Artificial Intelligence (IAAI-19)" (p. 9619-9625). Association for the Advancement of Artificial Intelligence.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01