Evaluating the validity and applicability of automated essay scoring in two massive open online courses

The use of massive open online courses (MOOCs) to expand students’ access to higher education has raised questions regarding the extent to which this course model can provide and assess authentic, higher level student learning. In response to this need, MOOC platforms have begun utilizing automated...

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Autores principales:	Erin Dawna Reilly, Rose Eleanore Stafford, Kyle Marie Williams, Stephanie Brooks Corliss
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2014
Materias:	massive open online courses assessment automated essay scoring systems Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/0f6eb45b48a24187871450b031ba6f11
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id	oai:doaj.org-article:0f6eb45b48a24187871450b031ba6f11
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spelling	oai:doaj.org-article:0f6eb45b48a24187871450b031ba6f112021-12-02T16:59:50ZEvaluating the validity and applicability of automated essay scoring in two massive open online courses10.19173/irrodl.v15i5.18571492-3831https://doaj.org/article/0f6eb45b48a24187871450b031ba6f112014-10-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1857https://doaj.org/toc/1492-3831 The use of massive open online courses (MOOCs) to expand students’ access to higher education has raised questions regarding the extent to which this course model can provide and assess authentic, higher level student learning. In response to this need, MOOC platforms have begun utilizing automated essay scoring (AES) systems that allow students to engage in critical writing and free-response activities. However, there is a lack of research investigating the validity of such systems in MOOCs. This research examined the effectiveness of an AES tool to score writing assignments in two MOOCs. Results indicated that some significant differences existed between Instructor grading, AES-Holistic scores, and AES-Rubric Total scores within two MOOC courses. However, use of the AES system may still be useful given instructors’ assessment needs and intent. Findings from this research have implications for instructional technology administrators, educational designers, and instructors implementing AES learning activities in MOOC courses. Erin Dawna ReillyRose Eleanore StaffordKyle Marie WilliamsStephanie Brooks CorlissAthabasca University Pressarticlemassive open online coursesassessmentautomated essay scoring systemsSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 15, Iss 5 (2014)
institution	DOAJ
collection	DOAJ
language	EN
topic	massive open online courses assessment automated essay scoring systems Special aspects of education LC8-6691
spellingShingle	massive open online courses assessment automated essay scoring systems Special aspects of education LC8-6691 Erin Dawna Reilly Rose Eleanore Stafford Kyle Marie Williams Stephanie Brooks Corliss Evaluating the validity and applicability of automated essay scoring in two massive open online courses
description	The use of massive open online courses (MOOCs) to expand students’ access to higher education has raised questions regarding the extent to which this course model can provide and assess authentic, higher level student learning. In response to this need, MOOC platforms have begun utilizing automated essay scoring (AES) systems that allow students to engage in critical writing and free-response activities. However, there is a lack of research investigating the validity of such systems in MOOCs. This research examined the effectiveness of an AES tool to score writing assignments in two MOOCs. Results indicated that some significant differences existed between Instructor grading, AES-Holistic scores, and AES-Rubric Total scores within two MOOC courses. However, use of the AES system may still be useful given instructors’ assessment needs and intent. Findings from this research have implications for instructional technology administrators, educational designers, and instructors implementing AES learning activities in MOOC courses.
format	article
author	Erin Dawna Reilly Rose Eleanore Stafford Kyle Marie Williams Stephanie Brooks Corliss
author_facet	Erin Dawna Reilly Rose Eleanore Stafford Kyle Marie Williams Stephanie Brooks Corliss
author_sort	Erin Dawna Reilly
title	Evaluating the validity and applicability of automated essay scoring in two massive open online courses
title_short	Evaluating the validity and applicability of automated essay scoring in two massive open online courses
title_full	Evaluating the validity and applicability of automated essay scoring in two massive open online courses
title_fullStr	Evaluating the validity and applicability of automated essay scoring in two massive open online courses
title_full_unstemmed	Evaluating the validity and applicability of automated essay scoring in two massive open online courses
title_sort	evaluating the validity and applicability of automated essay scoring in two massive open online courses
publisher	Athabasca University Press
publishDate	2014
url	https://doaj.org/article/0f6eb45b48a24187871450b031ba6f11
work_keys_str_mv	AT erindawnareilly evaluatingthevalidityandapplicabilityofautomatedessayscoringintwomassiveopenonlinecourses AT roseeleanorestafford evaluatingthevalidityandapplicabilityofautomatedessayscoringintwomassiveopenonlinecourses AT kylemariewilliams evaluatingthevalidityandapplicabilityofautomatedessayscoringintwomassiveopenonlinecourses AT stephaniebrookscorliss evaluatingthevalidityandapplicabilityofautomatedessayscoringintwomassiveopenonlinecourses
_version_	1718382253209288704

Evaluating the validity and applicability of automated essay scoring in two massive open online courses

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