1. Introduction

2.  Classification based on function role in classroom instruction  Placement assessment: administered at the beginning of instruction  Formative assessment: monitor learning progress during instruction  Diagnostic assessment: diagnose learning difficulties during instruction  Summative assessment: assess achievement at the end of instruction

3.  How the results of tests and assessment are interpreted?  Norm referenced: performance in terms of relative position in a known group  Criteria referenced: specific performance criteria (type 40 word/min without error)

4.  Fixed-Choice/ Complex Performance assessment Fixed-choiceComplex-performanceShort answerEssay Factual knowledge Low level skills (recall) Objective assessment Highly reliable Critical thinking skills May extend beyond classroom Inferential skills Subjective assessment

5.  Essay type questions  Freedom of response ▪ Free to construct, relate and present ideas in own words  Assess higher order skills ▪ Critical thinking  Freedom in the cost of ▪ reliability in scoring ▪ time for evaluation

6.  Prompt of an essay  a topic around which you start jotting down ideas.  single word, a short phrase, a complete paragraph or even a picture  Trait of essay  Characteristics of essay on which it is evaluated  Scoring rubrics depend on traits

7.  Ideas or content  Organization  Voice  Word choice  Sentence fluency

8.  “the process of evaluating and scoring written prose via computer programs”  NLP has helped to go beyond numeric scoring to qualitative feedback  Multi-disciplinary  AEE/AES systems  PEG  E-rater  Intelligent Essay Assessor  C-rater

9.  Commercial AES by Education Testing Services (ETS), 1999  Employed in high stake assessment in Graduate Management Admission Test (GMAT)  Shown to agree with expert raters  Scoring depend on tangible markers related to writing constructs  Organization and development of ideas  Variation in syntactic constructs  Vocabulary usage  Technical correctness in terms of grammar, usage and mechanics

10.  Grammatical errors  Automatic grammatical error detection  Article and preposition errors  Discourse structure and organization  Rhetorical Structure Theory motivated features  Topic relevant word usage  Content Vector Analysis (CVA)  Style-related word usage  Overly repetitious word usage

11.  Grammatical error detection  Rule-based approach ▪ Rules are defined over syntactic parse  Statistical approach ▪ Word n-gram and POS n-grams  Discourse analysis  Linear representation of essay sentences  Segment essay into ▪ Introductory material ▪ Thesis statement ▪ Main ideas ▪ Supporting ideas ▪ Conclusion

13.  Content Vector Analysis (CVA) Essay to be graded Higher quality essay Lower quality essay Higher grade Lower grade

14.  Collocation detection  To test proper usage of word that depend on other words  Collocation patterns ▪ Noun-of-noun (swarm of bees) ▪ Adjective+noun (strong tea) ▪ Noun+noun (house arrest)

15.  Model is trained with human-scored essays  Training  Converting essay to vector of linguistic features  Learning of weights through regression  Different models  Topic-specific model ▪ Training is done by drawing human scored essays on a given topic  Generic model ▪ Topic agnostic  Hybrid model ▪ Some feature weights are trained on generic essays while others are from prompt-specific essays.

16.  Commercial AES by Pearson Knowledge Technologies, 1998  Features  Automated scoring and feedback of paragraphs  Grading summary writing to improve reading comprehension  Performance task scoring  Short answer scoring for students

17. Essay Score Mechanics Content Lexical Sophistication Style, Organization, Development Grammar SpellingCapitalization Punctuation LSA Similarity Vector Length Word Maturity Word Variety Confusable Word Inter-sentence coherence Essay coherence Topic development N-gram features Grammatical errors

18.  Short answers are not short essays  Evaluation of essays focuses on traits like grammar, style, vocabulary, organization etc. ▪ Computational syntax and stylistics  Evaluation of short answers emphasizes on content ▪ Computational semantics  Short answers are harder to evaluate  Smaller amount of exploitable information

19.  C-rater by ETS  Grades free-text responses with length ranging from a single word, phrase or 4-5 sentences  Supports both summative and formative assessment  Perform well for test that solicit specific information from student  Perform poor for open-ended task

20.  Model of correct answer provided by the content expert  C-rater goal  Student response  model  Model is manual but mapping a automatic  The difficulty  The question is designed to elicit from students one or more concepts that constitute the correct answer  There are several no of ways that a concept can be realized in natural language  The solution  correct responses are paraphrases of the model answer

21.  Try to model human graders with following normalization  Syntactic variation  Pronoun reference  Morphological variation  Synonymous words  Typographical and spelling errors

22.  Content assessment  Content Vector Analysis ▪ Vector space model  Semantics based assessment ▪ Latent Semantic Analysis  Meaning/Concept assessment  Paraphrasing and textual entailment  Organizational assessment  Argument structure mining  Discourse structure analysis