Learning traces, competence assessment, and causal inference for English composition

Clayton Clemens, Vivekanandan Kumar, David Boulanger, Jérémie Seanosky, Kinshuk

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

4 Citations (Scopus)

Abstract

It is widely acknowledged that writing is a process and should be taught as a process. However, it is still assessed as though it is a product. Educational technology makes now possible for teachers to become observers of the writing process of their students to discover how their writing competences (e.g., grammatical accuracy, topic flow, transition, and vocabulary usage) develop over time. The present research proposes an innovative technique to identify the actual drivers of writing performance through a formal causality framework, unleashing a new source of potential insights to scaffold more effectively the writing process and guarantee more reliable success at the end.

Original languageEnglish
Title of host publicationLecture Notes in Educational Technology
Pages49-67
Number of pages19
DOIs
Publication statusPublished - 2018

Publication series

NameLecture Notes in Educational Technology
ISSN (Print)2196-4963
ISSN (Electronic)2196-4971

Keywords

  • Analytics of writing process
  • Big data
  • Causality
  • Competence
  • Learning analytics
  • Natural-language processing

Fingerprint

Dive into the research topics of 'Learning traces, competence assessment, and causal inference for English composition'. Together they form a unique fingerprint.

Cite this