Design of Real-time Scaffolding of Middle School Science Writing Using Automated Techniques. Singh, P., Gnesdilow, D., Cang, X., Baker, S., Goss, W., Kim, C., Passonneau, R. J., & Puntambekar, S. In 2022. International Society of the Learning Sciences. abstract bibtex 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.
@inproceedings{singh_design_2022,
title = {Design of {Real}-time {Scaffolding} of {Middle} {School} {Science} {Writing} {Using} {Automated} {Techniques}},
abstract = {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.},
publisher = {International Society of the Learning Sciences},
author = {Singh, Purushartha and Gnesdilow, Dana and Cang, Xuesong and Baker, Samantha and Goss, William and Kim, ChanMin and Passonneau, Rebecca J. and Puntambekar, Sadhana},
year = {2022},
}
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