Automated text scoring and real‐time adjustable feedback: Supporting revision of scientific arguments involving uncertainty

This paper describes HASbot, an automated text scoring and real‐time feedback system designed to support student revision of scientific arguments. Students submit open‐ended text responses to explain how their data support claims and how the limitations of their data affect the uncertainty of their...

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Bibliographic Details
Published in:Science education (Salem, Mass.) Mass.), 2019-05, Vol.103 (3), p.590-622
Main Authors: Lee, Hee‐Sun, Pallant, Amy, Pryputniewicz, Sarah, Lord, Trudi, Mulholland, Matthew, Liu, Ou Lydia
Format: Article
Language:English
Subjects:
Ambiguity (Semantics)
automated text scoring
Automation
Computer Assisted Testing
Earth Science
English Language Learners
Environmental Education
Feedback
Feedback (Response)
Formative Evaluation
formative feedback
High School Students
Middle School Students
Persuasive Discourse
Pretests Posttests
Revision (Written Composition)
Science Education
Science Process Skills
Science Tests
scientific argumentation
Scoring
Scoring Rubrics
Secondary School Students
Student Evaluation
Students
uncertainty
Water
Writing (Composition)
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Summary:This paper describes HASbot, an automated text scoring and real‐time feedback system designed to support student revision of scientific arguments. Students submit open‐ended text responses to explain how their data support claims and how the limitations of their data affect the uncertainty of their explanations. HASbot automatically scores these text responses and returns the scores with feedback to students. Data were collected from 343 middle‐ and high‐school students taught by nine teachers across seven states in the United States. A mixed methods design was applied to investigate (a) how students’ utilization of HASbot impacted their development of uncertainty‐infused scientific arguments; (b) how students used feedback to revise their arguments, and (c) how the current design of HASbot supported or hindered students’ revisions. Paired sample t tests indicate that students made significant gains from pretest to posttest in uncertainty‐infused scientific argumentation, ES = 1.52 SD, p 
ISSN:0036-8326
1098-237X
DOI:10.1002/sce.21504