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Title: Computerized Text Analysis: Assessment and Research Potentials for Promoting Learning
Authors: Lee, Hee-Sun
McNamara, Danielle
Bracey, Zoë Buck
Liu, Ou Lydia
Gerard, Libby
Sherin, Bruce
Wilson, Chris
Pallant, Amy
Linn, Marcia
Haudek, Kevin C.
Osborne, Jonathan
Issue Date: Jun-2019
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Lee, H., McNamara, D., Bracey, Z. B., Liu, O. L., Gerard, L., Sherin, B., Wilson, C., Pallant, A., Linn, M., Haudek, K. C., & Osborne, J. (2019). Computerized Text Analysis: Assessment and Research Potentials for Promoting Learning. In Lund, K., Niccolai, G. P., Lavoué, E., Hmelo-Silver, C., Gweon, G., & Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2 (pp. 743-750). Lyon, France: International Society of the Learning Sciences.
Abstract: Rapid advancements in computing have enabled automatic analyses of written texts created in educational settings. The purpose of this symposium is to survey several applications of computerized text analyses used in the research and development of productive learning environments. Four featured research projects have developed or been working on (1) equitable automated scoring models for scientific argumentation for English Language Learners, (2) a real-time, adjustable formative assessment system to promote student revision of uncertainty- infused scientific arguments, (3) a web-based annotation tool to support student revision of scientific essays, and (4) a new research methodology that analyzes teacher-produced text in online professional development courses. These projects will provide unique insights towards assessment and research opportunities associated with a variety of computerized text analysis approaches.
Appears in Collections:CSCL 2019

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