The growth in e-learning systems in the higher education system and the demand for consistent writing assessments has spurred research interest in improving the accuracy of AES systems. The effectiveness of automated essay scoring (AES) is thus holding a strong appeal to universities for managing an increasing learning interest and reducing costs associated with human raters. Thus, it is concluded that: (1) IR method can represent different concepts and contents of a text, simultaneously mapping a considerable variability of contents in constructed responses (2) IR method semantic representations have a qualitatively different meaning than the LSA ones and present a desirable multicollinearity that promotes the discriminant validity of the scores of distributional models of language and (3) IR method can extend the performance and the applications of current LSA semantic representations by endowing the dimensions of the semantic space with semantic meanings.Į-learning is gradually gaining prominence in higher education, with universities enlarging provision and more students getting enrolled. Second, they can provide high-quality computerized feedback accurately detecting topics in other educational constructed response assessments. First, the meaningful coordinates of the Inbuilt Rubric method can accommodate expert rubrics for computerized assessments of constructed responses improving computer-assisted language learning. The implications of these automated assessment methods are also discussed. Moreover, the semantic representations of both methods were qualitatively different, that is, they evaluated different concepts or meanings.
In this line, the multicollinearity of PCS method was larger than the one of IR method, which means that the former is less capable of discriminating between related concepts or meanings. Evidence from convergent and discriminant validity was found in favor of the IR method for topic-detection in computerized constructed response assessments. A topic-detection task was conducted comparing IR and PCS methods. In the present study, 255 undergraduate and high school students were allocated one of three texts and were tasked to make a summary.
PCS evaluates constructed responses using non-meaningful semantic dimensions (this method is the standard LSA assessment of constructed responses), but IR endows original LSA semantic space coordinates with meaning.
While both methods are distributional models of language and use the same Latent Semantic Analysis (LSA) prior knowledge, they produce different semantic representations. Here, we compared the convergent and discriminant validity of two computerized assessment methods designed to detect semantic topics in constructed responses: Inbuilt Rubric (IR) and Partial Contents Similarity (PCS). Usually, computerized assessments of constructed responses use a predictive-centered approach instead of a validity-centered one.
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