Comparing Human and Automated Essay Scoring for Prospective Graduate Students with Learning Disabilities and/or ADHD

Autor/inn/en	Buzick, Heather; Oliveri, Maria Elena; Attali, Yigal; Flor, Michael
Titel	Comparing Human and Automated Essay Scoring for Prospective Graduate Students with Learning Disabilities and/or ADHD
Quelle	In: Applied Measurement in Education, 29 (2016) 3, S.161-172 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
DOI	10.1080/08957347.2016.1171765
Schlagwörter	Essays; Learning Disabilities; Attention Deficit Hyperactivity Disorder; Scoring; College Entrance Examinations; Graduate Study; Evaluators; Spelling; Computer Assisted Testing; Comparative Analysis; College Students; Statistical Analysis; Writing Tests; Testing Accommodations; Graduate Record Examinations + Suchen Sie Ihr Suchwort? Essay; Aufsatzunterricht; Learning handicap; Lernbehinderung; Bewertung; Aufnahmeprüfung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Schreibweise; Collegestudent; Statistische Analyse; Writing test; Schreibtest; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter
Abstract	Automated essay scoring is a developing technology that can provide efficient scoring of large numbers of written responses. Its use in higher education admissions testing provides an opportunity to collect validity and fairness evidence to support current uses and inform its emergence in other areas such as K-12 large-scale assessment. In this study, human and automated scores on essays written by college students with and without learning disabilities and/or attention deficit hyperactivity disorder were compared, using a nationwide (U.S.) sample of prospective graduate students taking the revised Graduate Record Examination. The findings are that, on average, human raters and the automated scoring engine assigned similar essay scores for all groups, despite average differences among groups with respect to essay length and spelling errors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01