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Title:
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DERIVING AND MEASURING GROUP KNOWLEDGE STRUCTURE VIA COMPUTER-BASED ANALYSIS OF ESSAY QUESTIONS: THE EFFECTS OF CONTROLLING ANAPHORIC REFERENCE |
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Author(s):
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Roy B. Clariana , Patricia E. Wallace , Veronica M. Godshalk |
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ISBN:
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978-972-8924-69-0 |
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Editors:
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Kinshuk, Demetrios G Sampson, J. Michael Spector, Pedro Isaías and Dirk Ifenthaler |
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Year:
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2008 |
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Edition:
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Single |
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Keywords:
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Acquisition of expertise, Computer-based text analysis |
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Type:
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Full Paper |
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First Page:
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88 |
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Last Page:
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95 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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Essays are an important measure of complex learning but pronouns in text can confound the authors intended meaning.
Our interest here is in automatic essay scoring. How do pronouns affect computer-based text analysis? Participants in an
undergraduate business course (N = 49) completed an essay as part of the course final examination and investigators
manually edited every occurrence of pronouns in these essays to their antecedents. The original unedited and the edited
essays were processed by ALA-Reader software using linear aggregate and sentence aggregate methods. These data were
then analyzed using a Pathfinder network (PFNET) approach. The sentence aggregate approach obtained substantially
different PFNET representations of the unedited and edited essays; the presence of pronouns negatively impacted the
quality of sentence aggregate data. However, there was little difference between the PFNETs obtained for the unedited
and edited essays for the linear aggregate method. The linear aggregate method appears to be relatively robust to pronoun
confounding at least for the narrow purposes of establishing group knowledge structure and for expert referent pattern
matching for determining individual essay scores. |
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