Edited by Patricia Freitag Ericsson and Richard H. Haswell
The current trend toward machine-scoring of student work, Ericsson and Haswell argue, has created an emerging issue with implications for higher education across the disciplines, but with particular importance for those in English departments and in administration. The academic community has been silent on the issue—some would say excluded from it—while the commercial entities who develop essay-scoring software have been very active. Machine Scoring of Student Essays is the first volume to seriously consider the educational mechanisms and consequences of this trend, and it offers important discussions from some of the leading scholars in writing assessment.
Introduction, Patricia Freitag Ericsson and Richard H. Haswell
Chapter 1. Interested Complicities: The Dialectic of Computer-Assisted Writing Assessment, Ken S. McAllister and Edward M. White
Chapter 2. The Meaning of Meaning: Is a Paragraph More than an Equation? Patricia Freitag Ericsson
Chapter 7. WritePlacer Plus in Place: An Exploratory Case Study, Anne Herrington and Charles Moran
Chapter 8. E-Write as a Means for Placement into Three Composition Courses: A Pilot Study, Richard N. Matzen Jr. and Colleen Sorensen
Chapter 13. Automated Essay Grading in the Sociology Classroom: Finding Common Ground, Edward Brent and Martha Townsend
Chapter 17. A Bibliography of Machine Scoring of Student Writing, 1962–2005, Richard H. Haswell
Publication Information: Ericsson, Patricia Freitag, & Haswell, Richard H. (Eds.). (2006). Machine scoring of student essays: Truth and consequences. Utah State University Press. https://digitalcommons.usu.edu/usupress_pubs/139
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