Wise Crowd Content Assessment and Educational Rubrics

Author:

Passonneau Rebecca J.,Poddar Ananya,Gite Gaurav,Krivokapic Alisa,Yang Qian,Perin Dolores

Publisher

Springer Science and Business Media LLC

Subject

Computational Theory and Mathematics,Education

Reference96 articles.

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2. Bangert-Drowns, R.L., Hurley, M.M., & Wilkinson, B. (2004). The effects of school-based writing-to-learn interventions on academic achievement: A meta-analysis. Review of Educational Research, 74(1), 29–58.

3. Beers, S.F., & Nagy, W.E. (2009). Syntactic complexity as a predictor of adolescent writing quality: Which measures? which genre? Reading and Writing, 22, 185–200.

4. Beers, S.F., & Nagy, W.E. (2011). Writing development in four genres from grades three to seven: syntactic complexity and genre differentiation. Reading and Writing, 24, 183–202.

5. Beigman-Klebanov, B. (2015). Towards automated evaluation of writing along STEM-relevant dimensions. MARWiSE: Multidisciplinary Advances in Reading and Writing for Science Education Workshop. May 7-8, 2015, Columbia University.

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