Developing pedagogically-guided threshold algorithms for intelligent automated essay feedback

Rod Roscoe, Danica Kugler, Scott A. Crossley, Jennifer L. Weston, Danielle McNamara

Research output: Chapter in Book/Report/Conference proceedingConference contribution

8 Scopus citations

Abstract

Current computer-based tools for writing instruction show high scoring accuracy but uncertain instructional efficacy. One explanation is that these systems may not effectively communicate valid and appropriate formative feedback. In this paper, we describe an exploratory method for developing feedback algorithms that are grounded in writing pedagogy. The resulting threshold algorithms are shown to be meaningfully related to essay quality and informative regarding individualized, formative feedback for writers.

Original languageEnglish (US)
Title of host publicationProceedings of the 25th International Florida Artificial Intelligence Research Society Conference, FLAIRS-25
Pages466-471
Number of pages6
StatePublished - Aug 20 2012
Event25th International Florida Artificial Intelligence Research Society Conference, FLAIRS-25 - Marco Island, FL, United States
Duration: May 23 2012May 25 2012

Publication series

NameProceedings of the 25th International Florida Artificial Intelligence Research Society Conference, FLAIRS-25

Other

Other25th International Florida Artificial Intelligence Research Society Conference, FLAIRS-25
CountryUnited States
CityMarco Island, FL
Period5/23/125/25/12

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ASJC Scopus subject areas

  • Artificial Intelligence

Cite this

Roscoe, R., Kugler, D., Crossley, S. A., Weston, J. L., & McNamara, D. (2012). Developing pedagogically-guided threshold algorithms for intelligent automated essay feedback. In Proceedings of the 25th International Florida Artificial Intelligence Research Society Conference, FLAIRS-25 (pp. 466-471). (Proceedings of the 25th International Florida Artificial Intelligence Research Society Conference, FLAIRS-25).