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.

In his writings over the past decade, Brad Allenby has proposed (at least) 16 principles of sustainable engineering (see references) that are collectively known as the Earth Systems Engineering and Management (ESEM) principles. These principles have merit and applicability in many disciplines and domains of discourse, but are sometimes awkward to use due to the quantity of words required to accurately express their meaning. In light of this, it has become necessary to formulate a simplified list of “abbreviated tags” for ease of reference in conversation and concise writing. This list of tags also makes the principles immediately accessible to those who may want to pursue the more thorough definitions offered by Allenby. The following tags have been proposed for use when a concise phrasing is required. The citation provided after the tag is, in my opinion, the most complete expression of Allenby’s thought on this principle. It can be used when citing the principle in written assignments or publications.