Writing Analytics for Epistemic Features of Student Writing

Simon Knight, Laura Allen, Karen Littleton, Bart Rienties, Dirk Tempelaar

Research output: Chapter in Book/Report/Conference proceedingConference article in proceedingAcademicpeer-review

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Abstract

Literacy, encompassing the ability to produce written outputs from the reading of multiple sources, is a key learning goal. Selecting information, and evaluating and integrating claims from potentially competing documents is a complex literacy task. Prior research exploring differing behaviours and their association to constructs such as epistemic cognition has used ‘multiple document processing’ (MDP) tasks. Using this model, 270 paired participants, wrote a review of a document. Reports were assessed using a rubric associated
with features of complex literacy behaviours. This paper focuses on the conceptual and empirical associations between those rubric-marks and textual features of the reports on a set of natural language processing (NLP) indicators. Findings indicate the potential of NLP indicators for providing feedback regarding the writing of such outputs, demonstrating clear relationships both across rubric facets and between rubric facets and specific NLP indicators.
Original languageEnglish
Title of host publicationTransforming Learning, Empowering Learners: Conference Proceedings Volume 1
EditorsChee-Kit Looi, Joseph Polman, Ulrike Cress, Peter Reimann
Place of PublicationSingapore
PublisherInternational Society of the Learning Sciences
Pages194-201
Number of pages8
ISBN (Print)9780990355090
Publication statusPublished - 2016
Event12th International Conference of the Learning Sciences - , Singapore
Duration: 20 Jun 201624 Jun 2016

Conference

Conference12th International Conference of the Learning Sciences
Abbreviated titleICLS 2016
CountrySingapore
Period20/06/1624/06/16

Cite this

Knight, S., Allen, L., Littleton, K., Rienties, B., & Tempelaar, D. (2016). Writing Analytics for Epistemic Features of Student Writing. In C-K. Looi, J. Polman, U. Cress, & P. Reimann (Eds.), Transforming Learning, Empowering Learners: Conference Proceedings Volume 1 (pp. 194-201). Singapore: International Society of the Learning Sciences.
Knight, Simon ; Allen, Laura ; Littleton, Karen ; Rienties, Bart ; Tempelaar, Dirk. / Writing Analytics for Epistemic Features of Student Writing. Transforming Learning, Empowering Learners: Conference Proceedings Volume 1. editor / Chee-Kit Looi ; Joseph Polman ; Ulrike Cress ; Peter Reimann. Singapore : International Society of the Learning Sciences, 2016. pp. 194-201
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title = "Writing Analytics for Epistemic Features of Student Writing",
abstract = "Literacy, encompassing the ability to produce written outputs from the reading of multiple sources, is a key learning goal. Selecting information, and evaluating and integrating claims from potentially competing documents is a complex literacy task. Prior research exploring differing behaviours and their association to constructs such as epistemic cognition has used ‘multiple document processing’ (MDP) tasks. Using this model, 270 paired participants, wrote a review of a document. Reports were assessed using a rubric associated with features of complex literacy behaviours. This paper focuses on the conceptual and empirical associations between those rubric-marks and textual features of the reports on a set of natural language processing (NLP) indicators. Findings indicate the potential of NLP indicators for providing feedback regarding the writing of such outputs, demonstrating clear relationships both across rubric facets and between rubric facets and specific NLP indicators.",
author = "Simon Knight and Laura Allen and Karen Littleton and Bart Rienties and Dirk Tempelaar",
note = "Data source : use of self-collected data only; no data-base data.",
year = "2016",
language = "English",
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Knight, S, Allen, L, Littleton, K, Rienties, B & Tempelaar, D 2016, Writing Analytics for Epistemic Features of Student Writing. in C-K Looi, J Polman, U Cress & P Reimann (eds), Transforming Learning, Empowering Learners: Conference Proceedings Volume 1. International Society of the Learning Sciences, Singapore, pp. 194-201, 12th International Conference of the Learning Sciences, Singapore, 20/06/16.

Writing Analytics for Epistemic Features of Student Writing. / Knight, Simon; Allen, Laura; Littleton, Karen; Rienties, Bart; Tempelaar, Dirk.

Transforming Learning, Empowering Learners: Conference Proceedings Volume 1. ed. / Chee-Kit Looi; Joseph Polman; Ulrike Cress; Peter Reimann. Singapore : International Society of the Learning Sciences, 2016. p. 194-201.

Research output: Chapter in Book/Report/Conference proceedingConference article in proceedingAcademicpeer-review

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AB - Literacy, encompassing the ability to produce written outputs from the reading of multiple sources, is a key learning goal. Selecting information, and evaluating and integrating claims from potentially competing documents is a complex literacy task. Prior research exploring differing behaviours and their association to constructs such as epistemic cognition has used ‘multiple document processing’ (MDP) tasks. Using this model, 270 paired participants, wrote a review of a document. Reports were assessed using a rubric associated with features of complex literacy behaviours. This paper focuses on the conceptual and empirical associations between those rubric-marks and textual features of the reports on a set of natural language processing (NLP) indicators. Findings indicate the potential of NLP indicators for providing feedback regarding the writing of such outputs, demonstrating clear relationships both across rubric facets and between rubric facets and specific NLP indicators.

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Knight S, Allen L, Littleton K, Rienties B, Tempelaar D. Writing Analytics for Epistemic Features of Student Writing. In Looi C-K, Polman J, Cress U, Reimann P, editors, Transforming Learning, Empowering Learners: Conference Proceedings Volume 1. Singapore: International Society of the Learning Sciences. 2016. p. 194-201