Supporting Content-based Feedback in Online Writing Evaluation with LSA

Peter W. Foltz, Sara Gilliam and Scott A. Kendall

Abstract

This paper describes tests of an automated essay grader and critic that uses Latent Semantic Analysis. Several methods which score the quality of the content in essays are described and tested. These methods are compared against human scores for the essays and the results show that LSA can score as accurately as the humans. Finally, we describe the implementation of the essay grader/critic in an undergraduate course. The outcome showed that students could write and revise their essays online, resulting in improved essays. Implications are discussed for the use of the technology in undergraduate courses and how it can provide an effective approach to incorporating more writing both in and outside of the classroom.

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