So we all know teachers never have enough time to implement all the awesome things they have planned. One seemingly efficient way to evaluate learners is through automated systems. State tests are all multiple choice and scantron answer documents are read and digitally recorded with very little human input. That may be great when the only possible answers are A, B, C, or D, but what happens with writing?
As an English Language Arts teacher, I dread the evenings after my students write essays because I know that I need to respond promptly and get the various stages of drafts back to my students for improvement. But what if a computer program could do it for me? Would I trust the reading of essays to algorithms? My school has a program that students can write in and hit “grade” and in a matter of seconds get a mock “TAKS” score and some stock feedback comments. They can then go back and improve their response.
Automated essay scoring systems (AES) are a type of writing assessment tools. Research on the effectiveness and validity of AES varies. Aside from the actually difference in scores given by AES and human-raters, other studies the frequency and type of feedback is compared in AES and teacher written feedback. Many studies are conducted with native-English speakers and ELLs.
This is important to anyone taking a standardized test in the near future. Could a computer be grading your essay? Do you want that? Why or why not, or does it not matter to you? Do you use programs like these? Would you? Is it okay to take the human element out for the sake of efficiency? Can these e-raters be truly valid?
There is always a level of subjectivity in grading writing. I don’t even let the school’s grader grade my students’ work.
This is a study with one e-rater program with ELLs. The literature review is of particular interest.
Automated Essay Scoring Feedback
Dikli, S. (2010) The nature of automated essay scoring feedback. CALICO Journal. 28(1), 99-134.
Thursday, January 27, 2011
Wednesday, January 26, 2011
To Mobile or To Not Mobile?
Hello TESL call spot! Let’s get our discussion on shall we?
First, think about all the people, including yourself, that own a mobile device. This mobile device can be a personal laptop, cell phone, e-Reader, iPad, iTouch, smart/iPhone etc. Nowadays and coupled with seemingly easy and free access to the internet via these mobile devices, it’s possible for anyone to receive, send, view, and process information from almost anywhere and anytime (even on airplanes!). This has many implications for language learning. Please share any opinions, experiences, or insight you have on using mobile devices for language learning. Feel free to also connect your postings to last week and this week’s readings (e.g. pros and cons of mobile devices, possible design and evaluation issues related to a language course utilizing mobile devices).
For those interested, this discussion question was inspired by an article featured by Apple online: Use of iTouches to teach fourth grade English Language Learners (ELLs) at Central Elementary school in Escondido, CA increases reading fluency and comprehension.
First, think about all the people, including yourself, that own a mobile device. This mobile device can be a personal laptop, cell phone, e-Reader, iPad, iTouch, smart/iPhone etc. Nowadays and coupled with seemingly easy and free access to the internet via these mobile devices, it’s possible for anyone to receive, send, view, and process information from almost anywhere and anytime (even on airplanes!). This has many implications for language learning. Please share any opinions, experiences, or insight you have on using mobile devices for language learning. Feel free to also connect your postings to last week and this week’s readings (e.g. pros and cons of mobile devices, possible design and evaluation issues related to a language course utilizing mobile devices).
For those interested, this discussion question was inspired by an article featured by Apple online: Use of iTouches to teach fourth grade English Language Learners (ELLs) at Central Elementary school in Escondido, CA increases reading fluency and comprehension.
Wednesday, January 19, 2011
Thoughts on Blogging
Several of you have shared your own experiences with maintaining or reading blogs. Others expressed curiosity regarding just how blogging could be used to support language learning.
- What do you think characterizes a good personal or professional blog? Feel free to link to any in your response.
- What ideas do you have for using a blog in a language learning class? How might a blog with a pedagogical function be different from a personal or professional blog?
Friday, January 7, 2011
Welcome Post
Welcome to the community blog for ESL 5073 Computer Assisted Language Learning. This community blog is for taking our discussion of topics, issues and resources in CALL beyond the classroom. All students will be responsible for participating in weekly discussions on the blog and for leading 1 blog discussion during the term.
In order to participate, you'll need to set up your own personal blog on blogger and request membership to this community. Once you do, introduce yourself here by replying to one or two of the following prompts:
1. Have you ever kept a blog before? If so, for how long?
2. Have you ever used technology in your teaching before? If so, what kind of technology did you use and for what types of classes and learners?
3. What sorts of technology are you interested in learning to use?
In order to participate, you'll need to set up your own personal blog on blogger and request membership to this community. Once you do, introduce yourself here by replying to one or two of the following prompts:
1. Have you ever kept a blog before? If so, for how long?
2. Have you ever used technology in your teaching before? If so, what kind of technology did you use and for what types of classes and learners?
3. What sorts of technology are you interested in learning to use?
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