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All Subjects: Essay
Creators: Connor, Carol

Investigations of the role of high-level cognitive skills in the text production process

Description

Writing is an intricate cognitive and social process that involves the production of texts for the purpose of conveying meaning to others. The importance of lower level cognitive skills and language knowledge during this text production process has been well documented in the literature. However, the role of higher level skills (e.g., metacognition, strategy use, etc.) has been less strongly emphasized. This thesis proposal examines higher level cognitive skills in the context of persuasive essay writing. Specifically, two published manuscripts are presented, which both examine the role of higher level skills in the context of writing. The first manuscript investigates the role of metacognition in the writing process by examining the accuracy and characteristics of students' self-assessments of their essays. The second manuscript takes an individual differences approach and examines whether the higher level cognitive skills commonly associated with reading comprehension are also related to performance on writing tasks. Taken together, these manuscripts point towards a strong role of higher level skills in the writing process and provide a strong foundation on which to develop future research and educational interventions.

ContributorsAllen, Laura K (Author) / McNamara, Danielle S. (Thesis advisor) / Connor, Carol (Committee member) / Glenberg, Arthur (Committee member) / Arizona State University (Publisher)

Created2014

No Right Answer: A Feasibility Study of Essay Assessment with LDA

Description

Essay scoring is a difficult and contentious business. The problem is exacerbated when there are no “right” answers for the essay prompts. This research developed a simple toolset for essay analysis by integrating a freely available Latent Dirichlet Allocation (LDA) implementation into a homegrown assessment assistant. The complexity of the essay assessment problem is demonstrated and illustrated with a representative collection of open-ended essays. This research also explores the use of “expert vectors” or “keyword essays” for maximizing the utility of LDA with small corpora. While, by itself, LDA appears insufficient for adequately scoring essays, it is quite capable of classifying responses to open-ended essay prompts and providing insight into the responses. This research also reports some trends that might be useful in scoring essays once more data is available. Some observations are made about these insights and a discussion of the use of LDA in qualitative assessment results in proposals that may assist other researchers in developing more complete essay assessment software.

ContributorsRoberts, Thomas Wade (Author) / Arizona State University. School of Sustainable Engineering and the Built Environment (Contributor) / Arizona State University. Center for Earth Systems Engineering and Management (Contributor)