Volume 2, Issue 4, August 2017, Page: 111-116
An Evaluation of Assessment-Oriented Computer-Based Text Analysis Paradigms
Andrew Aken, Department of Information Systems & Technology, Northeastern State University, Broken Arrow, USA
Received: Aug. 25, 2017;       Accepted: Sep. 8, 2017;       Published: Oct. 9, 2017
DOI: 10.11648/j.her.20170204.12      View  2116      Downloads  112
Computer-based text analysis applications have come a long way since Ellis Page’s Project Essay Grader [1]. Automated assessment applications have achieved better than human reliability and other methods of assisting assessment have opened up additional venues for utilization in the classroom and beyond. However, a lack of understanding of the differences between the different types of applications and their limitations has made selecting the appropriate application a difficult task. This study will present the most comprehensive examination of different paradigms of computer-based text analysis applications and a new typology for classifying them.
Text Analysis, Content Analysis, Natural Language Processing, Latent Semantic Analysis, Peer Review, Automated Essay Scoring, Essay Assessment, Formative Assessment
To cite this article
Andrew Aken, An Evaluation of Assessment-Oriented Computer-Based Text Analysis Paradigms, Higher Education Research. Vol. 2, No. 4, 2017, pp. 111-116. doi: 10.11648/j.her.20170204.12
Copyright © 2017 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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