教育领域特征和挫折之一是语言不精确性。 教育中我们用多名调用同事物,或用同名表示多样事物前者实例之一是用计算机算法评分学生写法:自动作文评分、人工智能评分、自动化作文评分和机器评分等术语样本。其中两个术语出现在最近EdWeek课程问题博客文章中。该文章标题英文教工集团反对机器分数写作Catherine Gewertz总结文章评估
raybet 好用吗人工智能评分的可行性是两组设计通用标准测试的强效成本管理器如果他们决定人类得分论文 测试费用高涨成本当然高 状态雷达量度 继续参与两组
博客标题回录National教程委员会的立场论文“机器评分失败测试”。Machine评分机智清晰捕捉NCTE视图,Gewertz的语句“人工智能评分”表示过程实际上可能是智能智能和智能的。NCTE看来自动评分与计算机估计可读性非常相似(例如,NCTE推算等)。lexile,Flesch-Kindaid)仅查看几文本特征,一则词表和句长法。事实上,AES算法比Memphis大学Coh-Metrix(Coh-Metrix)的文本一致性工作要相似得多(Coh-Metrix)http://cohmetrix.com依据语言学估计文本内聚80多项文本特征 类似基础语言学AES算法多文本特征
Gewertz's blog views the question of whether the consortia will use AES as an open one, but everything I read including the test blueprints recently released by PARCC indicates that student writing will be "hand scored", another odd term, which means humans will read the writing and assign a score point based on a rubric. Now, if the consortia had chosen to use AES to score writing, I would not be wringing my hands though I think the ideal use of AES is in conjunction with human readers. It is this use of AES that I would recommend to curriculum developers, principals and ELA supervisors—having been in all those roles myself—as they find ways to both manage the increased writing demands of CCSS implementation and as a way to assure better quality scoring of student writing.
Thinking first of a summative purpose for a writing assignment—an assessment of student proficiency, AES can help overcome some of the weaknesses associated with human scoring. When humans score only for a summative purpose, for instance essays written for a final exam, they score quickly and often focus on superficial features that may be proxies for quality. Using AES can generate a second score for each essay when it is not appropriate to ask a second teacher to rate the essays. Two data points are always better than one. This can help avoid many issues with teacher scoring. One that is well-documented is the concept of drift. As a teacher scores a set of essays, the scoring tends to drift over time. A paper at the end of a set gets a different score than it might at the beginning of a set. Good teachers often go back and review the first couple essays scored and compare them with the last couple scored to make sure their ratings have remained consistent.
除提供论文第二视图外,AES分数与人文评分并存还有其他好处,包括支持教师作文评分。允许AES聚焦于它做得很好,允许内容区教程聚焦于她最擅长的工作,评价内容。AES使用不替换人文评分器,而是提供额外数据点帮助提高评分可靠性
