Responding to Responses to "What Automated Essay Grading Says To Children"

  1. By the way,  is worth your time if you want to understand the processes and processing involved. []

10 thoughts on “Responding to Responses to "What Automated Essay Grading Says To Children"

  1. I wonder how many teachers “do” reading and writing to students simply because they don’t know any different? I right now am on a journey to learn how to help my students be better readers and writers. I can say that the “training” I received in college 18 years ago didn’t help much. I can honestly say that five years ago I would have loved a program that graded student writing and I can also say that it would have done it more competently than myself.

  2. The problem is that automated essay grading is already seriously distorting the curriculum. Look at the Common Core standards. When Common Core did some international benchmarking in an early draft, it was crystal clear that compared to other standards, they’d systematically removed parts of the reading and writing standards that could not be scored by computer.

    If we go down this path, before too long the algorithm will become the standard. The computer will be seen as more reliable and valid than human graders — there will be no possible argument against the software, because the software will be the standard.

    Also, I agree that this software can be beneficial in a limited role.

  3. When people view the role of writing assessment as something that results in a grade, they are missing the point.

    Feedback and review should highlight opportunities for improvement. It should be a process of asking questions, as opposed to making statements. Feedback and review need to be grounded in at least a passing knowledge of grammatical sentence types, rhetorical sentence types, verb choice, sentence length, pacing, zeugma, the judicious use of polysyndeton, and other devices that help creative minds illustrate ideas more effectively.

    The largest disservice that robo graders do is highlight the myth that a piece of writing is ever done beyond the point of improvement. There are times when it’s necessary to just finish something and be done with it, but that is a different skill set than expressing oneself creatively with words.

    Robo graders narrow the conversation, and help people confound assessment with knowledge, and a grade with learning. Assessment and grades are indicators of a point in time; learning to write (and learning to edit) is a process of asking questions.
    Bill Fitzgerald´s last blog post ..A Brief Glossary of Education Reform Speak

  4. Attending a writing project summer institute changed my way of teaching! It forced me to look at teaching as a process where I worked side by side with my students in writing, reading and even math to build knowledge. We collaborated, shared ideas, shared writing, drafted and did all of the things that occur in a “workshop” format. By the time a piece of writing was turned in for a grade, the process had morphed the piece into a finished product. One student had his/her name on it, but it was a work produced from a class of writers who advised each other through the process so there were no surprises what the grade would be.

    It takes effort and time to build a classroom culture like that. It really helps when the teacher sits down in front of the class and asks for their advice/input on his/her writing, then the students truly believe they are valued members of a writing community.
    Kristen Beck´s last blog post ..Testing Week Down Time

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