Research output

Writing Analytics for Epistemic Features of Student Writing

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

Standard

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

Harvard

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.

APA

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.

Vancouver

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

Author

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

Bibtex

@inproceedings{97126f10ed134cccbfff609a827c6b56,
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",
isbn = "9780990355090",
pages = "194--201",
editor = "Chee-Kit Looi and Joseph Polman and Ulrike Cress and Peter Reimann",
booktitle = "Transforming Learning, Empowering Learners: Conference Proceedings Volume 1",
publisher = "International Society of the Learning Sciences",

}

RIS

TY - GEN

T1 - Writing Analytics for Epistemic Features of Student Writing

AU - Knight, Simon

AU - Allen, Laura

AU - Littleton, Karen

AU - Rienties, Bart

AU - Tempelaar, Dirk

N1 - Data source : use of self-collected data only; no data-base data.

PY - 2016

Y1 - 2016

N2 - 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.

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.

M3 - Conference article in proceeding

SN - 9780990355090

SP - 194

EP - 201

BT - Transforming Learning, Empowering Learners: Conference Proceedings Volume 1

A2 - Looi, Chee-Kit

A2 - Polman, Joseph

A2 - Cress, Ulrike

A2 - Reimann, Peter

PB - International Society of the Learning Sciences

CY - Singapore

ER -