TY - GEN
T1 - Design of Real-time Scaffolding of Middle School Science Writing Using Automated Techniques
AU - Singh, Purushartha
AU - Gnesdilow, Dana
AU - Cang, Xuesong
AU - Baker, Samantha
AU - Goss, William
AU - Kim, ChanMin
AU - Passonneau, Rebecca J.
AU - Puntambekar, Sadhana
N1 - Funding Information:
This work was supported by NSF collaborative awards DRK-12 2010351 and 2010483.
Publisher Copyright:
© ISLS.
PY - 2022
Y1 - 2022
N2 - Science writing skills depend on a student's ability to co-ordinate conceptual understanding of science with the ability to articulate ideas independently, and to distinguish between gradations of importance in ideas. Real-time scaffolding of student writing during and immediately after the writing process could ease the cognitive burden of learning to co-ordinate these skills and enhance student learning of science. This paper presents a design process for automated support of real-time scaffolding of middle school students' science explanations. We describe our adaptation of an existing tool for automatic content assessment to align more closely with a rubric, and our reliance on data mining of historical examples of middle school science writing. On a reserved test set of semi-synthetic examples of science explanations, the modified tool demonstrated high correlation with the manual rubric. We conclude the tool can support a wide range of design options for customized student feedback in real time.
AB - Science writing skills depend on a student's ability to co-ordinate conceptual understanding of science with the ability to articulate ideas independently, and to distinguish between gradations of importance in ideas. Real-time scaffolding of student writing during and immediately after the writing process could ease the cognitive burden of learning to co-ordinate these skills and enhance student learning of science. This paper presents a design process for automated support of real-time scaffolding of middle school students' science explanations. We describe our adaptation of an existing tool for automatic content assessment to align more closely with a rubric, and our reliance on data mining of historical examples of middle school science writing. On a reserved test set of semi-synthetic examples of science explanations, the modified tool demonstrated high correlation with the manual rubric. We conclude the tool can support a wide range of design options for customized student feedback in real time.
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M3 - Conference contribution
AN - SCOPUS:85145772462
T3 - Proceedings of International Conference of the Learning Sciences, ICLS
SP - 1521
EP - 1524
BT - International Collaboration toward Educational Innovation for All
A2 - Chinn, Clark
A2 - Tan, Edna
A2 - Chan, Carol
A2 - Kali, Yael
PB - International Society of the Learning Sciences (ISLS)
T2 - 16th International Conference of the Learning Sciences, ICLS 2022
Y2 - 6 June 2022 through 10 June 2022
ER -