10/29/2009

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The literature relevant to automated scoring of essays arises from three disciplines: rhetoric and composition, computational linguistics, and educational measurement. Each of these disciplines takes a different perspective on the rise of automated scoring and how the future of education may be impacted by it.

As was illustrated in the preceding sections of this chapter, these three perspectives are almost always at odds with each other. Computational linguists see automated scoring of essays as a welcome, long-awaited evolutionary step.

Academicians in rhetoric and composition, evidence accumulated in this study indicates, see any such use of the computer as a threat, both to their profession and to education at large. Those in the educational measurement profession see legitimacy in both views and must defend against both sides.
As a rule, the educational measurement community as a whole gains from most any implementation of automated scoring of assessments, as such advances often move the construct- representation enterprise a quantum leap forward.

Moreover, a number of large organizations in the community have a vested interest in seeing such implementations succeed.

The media attention that computer-based tests have attracted in recent years has made this all too apparent to the public. Educational measurement must, therefore, fend off the inevitable attacks by purists in the rhetoric and composition camp.

However, also as a rule, the educational measurement community takes validity quite seriously.
As members of the community focus increasing attention on the validity of interpretations and uses of computer-generated essay scores, some computational linguists may come to view those in educational measurement as self-designated "hall monitors" whose aim is to slow down the remarkably rapid evolution of a technology that the linguists created and have painstakingly nurtured.
The intractability consequently shown by both groups seems destined to continue.

And while a resolution of the professional bitterness between the developers of this technology and its critics is not yet in sight, the challenge for educational measurement is clear: given the stated interpretations and uses, evaluate the validity of essay scores generated by computer. The balance of this study is designed to address that challenge.

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