Automated Essay Scoring in Massive Open Online Courses: Validity for Native and Nonnative English Speakers and Faculty Perspectives

• In Event: 29.074 - Online Teaching and Learning SIG Paper Session 1

Abstract

The use of Massive Open Online Courses (MOOCs) to expand students’ access to higher-education raises questions regarding the extent to which such a course model can provide and assess authentic, higher-level student learning. In response, some MOOCs have begun utilizing automated essay scoring (AES) systems allowing students to engage in critical-writing/-response activities. However, a limitation to these systems has been the lack of research investigating their validity, whether these assignments differentially benefit certain students based on English-language proficiency, and best practices for AES usage. This study examined these issues through a mixed-method investigation of the edX AES system and its adoption by faculty. Additionally, this project tested the effectiveness of the assessment method and examined student and instructor perceptions.

Authors

• Erin D. Reilly, The University of Texas - Austin

• Stephanie B. Corliss, The University of Texas - Austin

• Kyle M. Williams, The University of Texas at Austin

• Rose Stafford, The University of Texas - Austin