An Evaluation of Assessment-Oriented Computer-Based Text Analysis Paradigms

Andrew Aken

doi:doi:10.11648/j.her.20170204.12

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An Evaluation of Assessment-Oriented Computer-Based Text Analysis Paradigms

Andrew Aken

Published in Higher Education Research (Volume 2, Issue 4)

Received: 25 August 2017 Accepted: 8 September 2017 Published: 9 October 2017

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Abstract

Computer-based text analysis applications have come a long way since Ellis Page’s Project Essay Grader [1]. Automated assessment applications have achieved better than human reliability and other methods of assisting assessment have opened up additional venues for utilization in the classroom and beyond. However, a lack of understanding of the differences between the different types of applications and their limitations has made selecting the appropriate application a difficult task. This study will present the most comprehensive examination of different paradigms of computer-based text analysis applications and a new typology for classifying them.

Published in	Higher Education Research (Volume 2, Issue 4)
DOI	10.11648/j.her.20170204.12
Page(s)	111-116
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2017. Published by Science Publishing Group

Keywords

Text Analysis, Content Analysis, Natural Language Processing, Latent Semantic Analysis, Peer Review, Automated Essay Scoring, Essay Assessment, Formative Assessment

References

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[7]	D. Callear, J. Jerrams-Smith and V. Soh, "Bridging Gaps in Computerised Assessment of Texts," in Proceedings of the IEEE International Conference on Advanced Learning Technologies, Washington, 2001.
[8]	S. Dikli, "An Overview of Automated Scoring Essays," The Journal of Technology, Learning, and Assessment, vol. 5, no. 1, pp. 3-35, 2006.
[9]	N. H. MacDonald, L. T. Frase, P. S. Gingrich and S. A. Keenan, "The Writer's Workbench: Computer Aids for Text Analysis," IEEE Transactions on Communications, vol. 30, no. 1, pp. 105-110, 1982.
[10]	E. Brent, C. Atkisson and N. Green, "Time-Shifted Online Collaboration: Creating Teachable Moments through Automated Grading," in Monitoring and Assessment in Online Collaborative Environments: Emergent Computational Technologies for E-learning Support, A. A. Juan and T. Daradoumis, Eds., Hershey, PA, IGI Global, 2009.
[11]	S. W. Chan, "Beyond Keyword and Cue-Phrase Matching: A Sentence-Based Abstraction Technique for Information Extraction," Decision Support Systems, vol. 42, no. 2, pp. 759-777, 2006.
[12]	M. Shortis and S. Burrows, "A Review of the Status of Online, Semi-Automated Marking and Feedback Systems," in ATN Assessment Conference 2009, RMIT University, 2009.
[13]	D. G. Roussinov and H. Chen, "Document Clustering for Electronic Meetings: An Experimental Comparison of Two Techniques," Decision Support Systems, vol. 27, no. 1-2, pp. 67-79, 1999.
[14]	T. K. Landauer, P. W. Foltz and D. Laham, “An Introduction to Latent Semantic Analysis,” Discourse Processes, vol. 25, no. 2 & 3, pp. 259-284, 1998.
[15]	S. Dikli, "Automated Essay Scoring," Turkish Online Journal of Distance Education, vol. 7, no. 1, 2006.
[16]	L. M. Rudner, V. Garcia and C. Welch, "An Evaluation of the Intelli Metric Essay Scoring System," The Journal of Tehcnology, Learning, and Assessment, vol. 4, no. 4, pp. 3-21, 2006.
[17]	P. A. Carlson and F. C. Berry, "Calibrated Peer Review and Assessing Learning Outcomes," in 33rd ASEE/IEEE Frontiers in Education Conference, Boulder, CO, 2003.
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Andrew Aken. (2017). An Evaluation of Assessment-Oriented Computer-Based Text Analysis Paradigms. Higher Education Research, 2(4), 111-116. https://doi.org/10.11648/j.her.20170204.12

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ACS Style

Andrew Aken. An Evaluation of Assessment-Oriented Computer-Based Text Analysis Paradigms. High. Educ. Res. 2017, 2(4), 111-116. doi: 10.11648/j.her.20170204.12

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AMA Style

Andrew Aken. An Evaluation of Assessment-Oriented Computer-Based Text Analysis Paradigms. High Educ Res. 2017;2(4):111-116. doi: 10.11648/j.her.20170204.12

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@article{10.11648/j.her.20170204.12,
  author = {Andrew Aken},
  title = {An Evaluation of Assessment-Oriented Computer-Based Text Analysis Paradigms},
  journal = {Higher Education Research},
  volume = {2},
  number = {4},
  pages = {111-116},
  doi = {10.11648/j.her.20170204.12},
  url = {https://doi.org/10.11648/j.her.20170204.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20170204.12},
  abstract = {Computer-based text analysis applications have come a long way since Ellis Page’s Project Essay Grader [1]. Automated assessment applications have achieved better than human reliability and other methods of assisting assessment have opened up additional venues for utilization in the classroom and beyond. However, a lack of understanding of the differences between the different types of applications and their limitations has made selecting the appropriate application a difficult task. This study will present the most comprehensive examination of different paradigms of computer-based text analysis applications and a new typology for classifying them.},
 year = {2017}
}

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TY  - JOUR
T1  - An Evaluation of Assessment-Oriented Computer-Based Text Analysis Paradigms
AU  - Andrew Aken
Y1  - 2017/10/09
PY  - 2017
N1  - https://doi.org/10.11648/j.her.20170204.12
DO  - 10.11648/j.her.20170204.12
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JO  - Higher Education Research
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PB  - Science Publishing Group
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AB  - Computer-based text analysis applications have come a long way since Ellis Page’s Project Essay Grader [1]. Automated assessment applications have achieved better than human reliability and other methods of assisting assessment have opened up additional venues for utilization in the classroom and beyond. However, a lack of understanding of the differences between the different types of applications and their limitations has made selecting the appropriate application a difficult task. This study will present the most comprehensive examination of different paradigms of computer-based text analysis applications and a new typology for classifying them.
VL  - 2
IS  - 4
ER  -

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Author Information

Andrew Aken

Department of Information Systems & Technology, Northeastern State University, Broken Arrow, USA

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Plain Text BibTeX RIS

APA Style

Andrew Aken. (2017). An Evaluation of Assessment-Oriented Computer-Based Text Analysis Paradigms. Higher Education Research, 2(4), 111-116. https://doi.org/10.11648/j.her.20170204.12

Copy | Download

ACS Style

Andrew Aken. An Evaluation of Assessment-Oriented Computer-Based Text Analysis Paradigms. High. Educ. Res. 2017, 2(4), 111-116. doi: 10.11648/j.her.20170204.12

Copy | Download

AMA Style

Andrew Aken. An Evaluation of Assessment-Oriented Computer-Based Text Analysis Paradigms. High Educ Res. 2017;2(4):111-116. doi: 10.11648/j.her.20170204.12

Copy | Download

@article{10.11648/j.her.20170204.12,
  author = {Andrew Aken},
  title = {An Evaluation of Assessment-Oriented Computer-Based Text Analysis Paradigms},
  journal = {Higher Education Research},
  volume = {2},
  number = {4},
  pages = {111-116},
  doi = {10.11648/j.her.20170204.12},
  url = {https://doi.org/10.11648/j.her.20170204.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20170204.12},
  abstract = {Computer-based text analysis applications have come a long way since Ellis Page’s Project Essay Grader [1]. Automated assessment applications have achieved better than human reliability and other methods of assisting assessment have opened up additional venues for utilization in the classroom and beyond. However, a lack of understanding of the differences between the different types of applications and their limitations has made selecting the appropriate application a difficult task. This study will present the most comprehensive examination of different paradigms of computer-based text analysis applications and a new typology for classifying them.},
 year = {2017}
}

Copy | Download

TY  - JOUR
T1  - An Evaluation of Assessment-Oriented Computer-Based Text Analysis Paradigms
AU  - Andrew Aken
Y1  - 2017/10/09
PY  - 2017
N1  - https://doi.org/10.11648/j.her.20170204.12
DO  - 10.11648/j.her.20170204.12
T2  - Higher Education Research
JF  - Higher Education Research
JO  - Higher Education Research
SP  - 111
EP  - 116
PB  - Science Publishing Group
SN  - 2578-935X
UR  - https://doi.org/10.11648/j.her.20170204.12
AB  - Computer-based text analysis applications have come a long way since Ellis Page’s Project Essay Grader [1]. Automated assessment applications have achieved better than human reliability and other methods of assisting assessment have opened up additional venues for utilization in the classroom and beyond. However, a lack of understanding of the differences between the different types of applications and their limitations has made selecting the appropriate application a difficult task. This study will present the most comprehensive examination of different paradigms of computer-based text analysis applications and a new typology for classifying them.
VL  - 2
IS  - 4
ER  -

Copy | Download