Final published version
Licence: CC BY-SA: Creative Commons Attribution-ShareAlike 4.0 International License
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Conference contribution/Paper › peer-review
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Conference contribution/Paper › peer-review
}
TY - GEN
T1 - Automated Essay Scoring (AES) Systems
T2 - pportunities and Challenges for Open and Distance Education
AU - Bai, John
AU - Zawacki-Richter, Olaf
AU - Bozkurt, Aras
AU - Lee, Kyungmee
AU - Fanguy II, Mik
AU - Cefa Sari, Berrin
AU - Marín, Victoria I.
PY - 2022/9/14
Y1 - 2022/9/14
N2 - PCF10 Sub-theme: Inspiring Innovations // This paper reports on a systematic review of artificial intelligence applications in education (AIEd) with a special focus on automated essay scoring (AES) systems. AES systems may provide enormous time-savings, especially for large-scale distance teaching institutions with massive numbers of students, by reducing marking and freeing up teachers’ resources for individual feedback and personal support of distance learners. After an introduction on how AES systems function, a review corpus of published articles between 2007 and 2021 is synthetised to evaluate critical discussions and research trends in AES. Articles in the corpus generally evaluated either the accuracy of AES systems or the experience of users, and include implementation of AES systems in various settings (i.e., higher education, K-12, and large-scale assessments). Despite the opportunities that AES might afford for educational institutions, many questions related to the feasibility and validity of AES systems, their implementation, and the associated ethical issues are still unanswered. The findings of this research provide a solid foundation for this discussion.
AB - PCF10 Sub-theme: Inspiring Innovations // This paper reports on a systematic review of artificial intelligence applications in education (AIEd) with a special focus on automated essay scoring (AES) systems. AES systems may provide enormous time-savings, especially for large-scale distance teaching institutions with massive numbers of students, by reducing marking and freeing up teachers’ resources for individual feedback and personal support of distance learners. After an introduction on how AES systems function, a review corpus of published articles between 2007 and 2021 is synthetised to evaluate critical discussions and research trends in AES. Articles in the corpus generally evaluated either the accuracy of AES systems or the experience of users, and include implementation of AES systems in various settings (i.e., higher education, K-12, and large-scale assessments). Despite the opportunities that AES might afford for educational institutions, many questions related to the feasibility and validity of AES systems, their implementation, and the associated ethical issues are still unanswered. The findings of this research provide a solid foundation for this discussion.
U2 - 10.56059/pcf10.8339
DO - 10.56059/pcf10.8339
M3 - Conference contribution/Paper
BT - Pan-Commonwealth Forum 10 (PCF10), 2022
PB - Commonwealth of Learning (COL)
ER -