Deriving and measuring group knowledge structure via computer-based analysis of essay questions: The effects of controlling anaphoric reference

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

1 Scopus citations

Abstract

Essays are an important measure of complex learning but pronouns in text can confound the author's intended meaning. Our interest here is in automatic essay scoring. How do pronouns affect computer-based text analysis? Participants in an undergraduate business course (N = 49) completed an essay as part of the course final examination and investigators manually edited every occurrence of pronouns in these essays to their antecedents. The original unedited and the edited essays were processed by ALA-Reader software using linear aggregate and sentence aggregate methods. These data were then analyzed using a Pathfinder network (PFNET) approach. The sentence aggregate approach obtained substantially different PFNET representations of the unedited and edited essays; the presence of pronouns negatively impacted the quality of sentence aggregate data. However, there was little difference between the PFNETs obtained for the unedited and edited essays for the linear aggregate method. The linear aggregate method appears to be relatively robust to pronoun confounding at least for the narrow purposes of establishing group knowledge structure and for expert referent pattern matching for determining individual essay scores.

Original languageEnglish (US)
Title of host publicationIADIS International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2008
Pages88-95
Number of pages8
StatePublished - Dec 1 2008
EventIADIS International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2008 - Freiburg, Germany
Duration: Dec 13 2008Dec 15 2008

Publication series

NameIADIS International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2008

Other

OtherIADIS International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2008
CountryGermany
CityFreiburg
Period12/13/0812/15/08

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All Science Journal Classification (ASJC) codes

  • Artificial Intelligence
  • Education

Cite this

Clariana, R. B., Wallace, P. E., & Godshalk, V. M. (2008). Deriving and measuring group knowledge structure via computer-based analysis of essay questions: The effects of controlling anaphoric reference. In IADIS International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2008 (pp. 88-95). (IADIS International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2008).