This comprehensive, interdisciplinary handbook reviews the latest
methods and technologies used in automated essay evaluation (AEE)
methods and technologies. Highlights include the latest in the
evaluation of performance-based writing assessments and recent
advances in the teaching of writing, language testing, cognitive
psychology, and computational linguistics. This greatly expanded
follow-up to Automated Essay Scoring reflects the numerous advances
that have taken place in the field since 2003 including automated
essay scoring and diagnostic feedback. Each chapter features a
common structure including an introduction and a conclusion. Ideas
for diagnostic and evaluative feedback are sprinkled throughout the
book. Highlights of the book's coverage include: The latest
research on automated essay evaluation. Descriptions of the major
scoring engines including the E-rater (R), the Intelligent Essay
Assessor, the Intellimetric (TM) Engine, c-rater (TM), and
LightSIDE. Applications of the uses of the technology including a
large scale system used in West Virginia. A systematic framework
for evaluating research and technological results. Descriptions of
AEE methods that can be replicated for languages other than English
as seen in the example from China. Chapters from key researchers in
the field. The book opens with an introduction to AEEs and a review
of the "best practices" of teaching writing along with tips on the
use of automated analysis in the classroom. Next the book
highlights the capabilities and applications of several scoring
engines including the E-rater (R), the Intelligent Essay Assessor,
the Intellimetric (TM) engine, c-rater (TM), and LightSIDE. Here
readers will find an actual application of the use of an AEE in
West Virginia, psychometric issues related to AEEs such as
validity, reliability, and scaling, and the use of automated
scoring to detect reader drift, grammatical errors, discourse
coherence quality, and the impact of human rating on AEEs. A review
of the cognitive foundations underlying methods used in AEE is also
provided. The book concludes with a comparison of the various AEE
systems and speculation about the future of the field in light of
current educational policy. Ideal for educators, professionals,
curriculum specialists, and administrators responsible for
developing writing programs or distance learning curricula, those
who teach using AEE technologies, policy makers, and researchers in
education, writing, psychometrics, cognitive psychology, and
computational linguistics, this book also serves as a reference for
graduate courses on automated essay evaluation taught in education,
computer science, language, linguistics, and cognitive psychology.
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