English Language Learners and Automated Scoring of Essays: Critical Considerations
Assessing Writing Volume 18, Number 1, ISSN 1075-2935
This article presents considerations for using automated scoring systems to evaluate second language writing. A distinction is made between English language learners in English-medium educational systems and those studying English in their own countries for a variety of purposes, and between learning-to-write and writing-to-learn in a second language (Manchon, 2011a), extending Manchon's framework from instruction to assessment and drawing implications for construct definition. Next, an approach to validity based on articulating an interpretive argument is presented and discussed with reference to a recent study of the use of e-rater on the TOEFL. Challenges and opportunities for the use of automated scoring system are presented. (Contains 6 tables.)
Weigle, S.C. (2013). English Language Learners and Automated Scoring of Essays: Critical Considerations. Assessing Writing, 18(1), 85-99.
Cited ByView References & Citations Map
Stephanie Link, Ahmet Dursun, Kadir Karakaya & Volker Hegelheimer
CALICO Journal Vol. 31, No. 3 (2014)
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