The purpose of this research is to analyze pre-service teachers' use of and reactions to an automated essay scorer used within an online, case-based learning environment called ETIPS. Data analyzed include post-assignment surveys, a user log of students' actions within the cases, instructor-assigned scores on final essays, and interviews with four selected students. These in-depth data about students' reactions to and opinions of the ETIPS automated essay scorer help inform the automated essay scoring field about users' perceptions of automated scoring.
|Original language||English (US)|
|Number of pages||44|
|Journal||Journal of Technology, Learning, and Assessment|
|State||Published - Sep 1 2008|