Applying a Computer-Assisted Tool for Semantic Analysis of Writing: Uses for STEM and ELL

In addition to human, close reading of student text with rubrics for assessment, educators use nonhuman, distant computer-assisted tools to help quantitatively measure otherwise qualitative keywords to prevent bias in grading and help read beyond the sentence for underlying cognitions. We apply the...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Beverly L. Smith-Keiling, Hye In F. Hyun
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2019
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/3daa383e29fe40c08a69b9b6ccc306d9
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:3daa383e29fe40c08a69b9b6ccc306d9
record_format	dspace
spelling	oai:doaj.org-article:3daa383e29fe40c08a69b9b6ccc306d92021-11-15T15:04:15ZApplying a Computer-Assisted Tool for Semantic Analysis of Writing: Uses for STEM and ELL10.1128/jmbe.v20i1.17091935-78851935-7877https://doaj.org/article/3daa383e29fe40c08a69b9b6ccc306d92019-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v20i1.1709https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885In addition to human, close reading of student text with rubrics for assessment, educators use nonhuman, distant computer-assisted tools to help quantitatively measure otherwise qualitative keywords to prevent bias in grading and help read beyond the sentence for underlying cognitions. We apply the Linguistic Inquiry and Word Count (LIWC) software tool to analyze different forms of student writing used in STEM education and research to assess writing of native English speakers and non-native English Language Learners (ELLs), including international students. Available in several languages, LIWC measures four summary variables, Analytical Thinking, Clout, Authentic, and Emotional Tone, to provide outputs as raw word counts, as percentages of words used relative to the text compared with a dictionary of words in categories and sub-dictionaries, and as scores correlating these words algorithmically based on a dictionary of terms associated with underlying meanings. This tool can help measure student personal reflective writing for underlying psychosocial indicators or the cognitive and analytical process in other science writing. By selecting key variables, or creating a personal dictionary, LIWC can be used to analyze scientific writing to detect progressive development of student analytical writing from early draft to final version for different informal and formal writing styles. We share methods, examples, and the potential for using LIWC measures of cognitive processes for different measures of student writing in science courses.Beverly L. Smith-KeilingHye In F. HyunAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 20, Iss 1 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Beverly L. Smith-Keiling Hye In F. Hyun Applying a Computer-Assisted Tool for Semantic Analysis of Writing: Uses for STEM and ELL
description	In addition to human, close reading of student text with rubrics for assessment, educators use nonhuman, distant computer-assisted tools to help quantitatively measure otherwise qualitative keywords to prevent bias in grading and help read beyond the sentence for underlying cognitions. We apply the Linguistic Inquiry and Word Count (LIWC) software tool to analyze different forms of student writing used in STEM education and research to assess writing of native English speakers and non-native English Language Learners (ELLs), including international students. Available in several languages, LIWC measures four summary variables, Analytical Thinking, Clout, Authentic, and Emotional Tone, to provide outputs as raw word counts, as percentages of words used relative to the text compared with a dictionary of words in categories and sub-dictionaries, and as scores correlating these words algorithmically based on a dictionary of terms associated with underlying meanings. This tool can help measure student personal reflective writing for underlying psychosocial indicators or the cognitive and analytical process in other science writing. By selecting key variables, or creating a personal dictionary, LIWC can be used to analyze scientific writing to detect progressive development of student analytical writing from early draft to final version for different informal and formal writing styles. We share methods, examples, and the potential for using LIWC measures of cognitive processes for different measures of student writing in science courses.
format	article
author	Beverly L. Smith-Keiling Hye In F. Hyun
author_facet	Beverly L. Smith-Keiling Hye In F. Hyun
author_sort	Beverly L. Smith-Keiling
title	Applying a Computer-Assisted Tool for Semantic Analysis of Writing: Uses for STEM and ELL
title_short	Applying a Computer-Assisted Tool for Semantic Analysis of Writing: Uses for STEM and ELL
title_full	Applying a Computer-Assisted Tool for Semantic Analysis of Writing: Uses for STEM and ELL
title_fullStr	Applying a Computer-Assisted Tool for Semantic Analysis of Writing: Uses for STEM and ELL
title_full_unstemmed	Applying a Computer-Assisted Tool for Semantic Analysis of Writing: Uses for STEM and ELL
title_sort	applying a computer-assisted tool for semantic analysis of writing: uses for stem and ell
publisher	American Society for Microbiology
publishDate	2019
url	https://doaj.org/article/3daa383e29fe40c08a69b9b6ccc306d9
work_keys_str_mv	AT beverlylsmithkeiling applyingacomputerassistedtoolforsemanticanalysisofwritingusesforstemandell AT hyeinfhyun applyingacomputerassistedtoolforsemanticanalysisofwritingusesforstemandell
_version_	1718428245366407168

Applying a Computer-Assisted Tool for Semantic Analysis of Writing: Uses for STEM and ELL

Ejemplares similares