While current Automated Essay Scoring (AES) methods demonstrate high scoring agreement with human raters, their decision-making mechanisms are not fully understood. Our proposed method, using counterfactual intervention assisted by Large Language Models (LLMs), reveals that BERT-like models primarily focus on sentence-level features, whereas LLMs such as GPT-3.5, GPT-4 and Llama-3 are sensitive to conventions & accuracy, language complexity, and organization, indicating a more comprehensive rationale alignment with scoring rubrics. Moreover, LLMs can discern counterfactual interventions when giving feedback on essays. Our approach improves understanding of neural AES methods and can also apply to other domains seeking transparency in model-driven decisions.
Individual feedback can help students improve their essay writing skills. However, the manual effort required to provide such feedback limits individualization in practice. Automatically-generated essay feedback may serve as an alternative to guide students at their own pace, convenience, and desired frequency. Large language models (LLMs) have demonstrated strong performance in generating coherent and contextually relevant text. Yet, their ability to provide helpful essay feedback is unclear. This work explores several prompting strategies for LLM-based zero-shot and few-shot generation of essay feedback. Inspired by Chain-of-Thought prompting, we study how and to what extent automated essay scoring (AES) can benefit the quality of generated feedback. We evaluate both the AES performance that LLMs can achieve with prompting only and the helpfulness of the generated essay feedback. Our results suggest that tackling AES and feedback generation jointly improves AES performance. However, while our manual evaluation emphasizes the quality of the generated essay feedback, the impact of essay scoring on the generated feedback remains low ultimately.
Recently, encoder-only pre-trained models such as BERT have been successfully applied in automated essay scoring (AES) to predict a single overall score. However, studies have yet to explore these models in multi-trait AES, possibly due to the inefficiency of replicating BERT-based models for each trait. Breaking away from the existing sole use of encoder, we propose an autoregressive prediction of multi-trait scores (ArTS), incorporating a decoding process by leveraging the pre-trained T5. Unlike prior regression or classification methods, we redefine AES as a score-generation task, allowing a single model to predict multiple scores. During decoding, the subsequent trait prediction can benefit by conditioning on the preceding trait scores. Experimental results proved the efficacy of ArTS, showing over 5% average improvements in both prompts and traits.
Although several methods were proposed to address the problem of automated essay scoring (AES) in the last 50 years, there is still much to desire in terms of effectiveness. Large Language Models (LLMs) are transformer-based models that demonstrate extraordinary capabilities on various tasks. In this paper, we test the ability of LLMs, given their powerful linguistic knowledge, to analyze and effectively score written essays. We experimented with two popular LLMs, namely ChatGPT and Llama. We aim to check if these models can do this task and, if so, how their performance is positioned among the state-of-the-art (SOTA) models across two levels, holistically and per individual writing trait. We utilized prompt-engineering tactics in designing four different prompts to bring their maximum potential to this task. Our experiments conducted on the ASAP dataset revealed several interesting observations. First, choosing the right prompt depends highly on the model and nature of the task. Second, the two LLMs exhibited comparable average performance in AES, with a slight advantage for ChatGPT. Finally, despite the performance gap between the two LLMs and SOTA models in terms of predictions, they provide feedback to enhance the quality of the essays, which can potentially help both teachers and students.
With an increasing focus in STEM education on critical thinking skills, science writing plays an ever more important role in curricula that stress inquiry skills. A recently published dataset of two sets of college level lab reports from an inquiry-based physics curriculum relies on analytic assessment rubrics that utilize multiple dimensions, specifying subject matter knowledge and general components of good explanations. Each analytic dimension is assessed on a 6-point scale, to provide detailed feedback to students that can help them improve their science writing skills. Manual assessment can be slow, and difficult to calibrate for consistency across all students in large classes. While much work exists on automated assessment of open-ended questions in STEM subjects, there has been far less work on long-form writing such as lab reports. We present an end-to-end neural architecture that has separate verifier and assessment modules, inspired by approaches to Open Domain Question Answering (OpenQA). VerAs first verifies whether a report contains any content relevant to a given rubric dimension, and if so, assesses the relevant sentences. On the lab reports, VerAs outperforms multiple baselines based on OpenQA systems or Automated Essay Scoring (AES). VerAs also performs well on an analytic rubric for middle school physics essays.
Receiving timely and personalized feedback is essential for second-language learners, especially when human instructors are unavailable. This study explores the effectiveness of Large Language Models (LLMs), including both proprietary and open-source models, for Automated Essay Scoring (AES). Through extensive experiments with public and private datasets, we find that while LLMs do not surpass conventional state-of-the-art (SOTA) grading models in performance, they exhibit notable consistency, generalizability, and explainability. We propose an open-source LLM-based AES system, inspired by the dual-process theory. Our system offers accurate grading and high-quality feedback, at least comparable to that of fine-tuned proprietary LLMs, in addition to its ability to alleviate misgrading. Furthermore, we conduct human-AI co-grading experiments with both novice and expert graders. We find that our system not only automates the grading process but also enhances the performance and efficiency of human graders, particularly for essays where the model has lower confidence. These results highlight the potential of LLMs to facilitate effective human-AI collaboration in the educational context, potentially transforming learning experiences through AI-generated feedback.
Automatic Essay Scoring (AES) is a well-established educational pursuit that employs machine learning to evaluate student-authored essays. While much effort has been made in this area, current research primarily focuses on either (i) boosting the predictive accuracy of an AES model for a specific prompt (i.e., developing prompt-specific models), which often heavily relies on the use of the labeled data from the same target prompt; or (ii) assessing the applicability of AES models developed on non-target prompts to the intended target prompt (i.e., developing the AES models in a cross-prompt setting). Given the inherent bias in machine learning and its potential impact on marginalized groups, it is imperative to investigate whether such bias exists in current AES methods and, if identified, how it intervenes with an AES model's accuracy and generalizability. Thus, our study aimed to uncover the intricate relationship between an AES model's accuracy, fairness, and generalizability, contributing practical insights for developing effective AES models in real-world education. To this end, we meticulously selected nine prominent AES methods and evaluated their performance using seven metrics on an open-sourced dataset, which contains over 25,000 essays and various demographic information about students such as gender, English language learner status, and economic status. Through extensive evaluations, we demonstrated that: (1) prompt-specific models tend to outperform their cross-prompt counterparts in terms of predictive accuracy; (2) prompt-specific models frequently exhibit a greater bias towards students of different economic statuses compared to cross-prompt models; (3) in the pursuit of generalizability, traditional machine learning models coupled with carefully engineered features hold greater potential for achieving both high accuracy and fairness than complex neural network models.
Chatbots have the risk of generating offensive utterances, which must be avoided. Post-deployment, one way for a chatbot to continuously improve is to source utterance/label pairs from feedback by live users. However, among users are trolls, who provide training examples with incorrect labels. To de-troll training data, previous work removed training examples that have high user-aggregated cross-validation (CV) error. However, CV is expensive; and in a coordinated attack, CV may be overwhelmed by trolls in number and in consistency among themselves. In the present work, I address both limitations by proposing a solution inspired by methodology in automated essay scoring (AES): have multiple users rate each utterance, then perform latent class analysis (LCA) to infer correct labels. As it does not require GPU computations, LCA is inexpensive. In experiments, I found that the AES-like solution can infer training labels with high accuracy when trolls are consistent, even when trolls are the majority.
Coherence is an important aspect of text quality, and various approaches have been applied to coherence modeling. However, existing methods solely focus on a single document's coherence patterns, ignoring the underlying correlation between documents. We investigate a GCN-based coherence model that is capable of capturing structural similarities between documents. Our model first creates a graph structure for each document, from where we mine different subgraph patterns. We then construct a heterogeneous graph for the training corpus, connecting documents based on their shared subgraphs. Finally, a GCN is applied to the heterogeneous graph to model the connectivity relationships. We evaluate our method on two tasks, assessing discourse coherence and automated essay scoring. Results show that our GCN-based model outperforms all baselines, achieving a new state-of-the-art on both tasks.
Automated essay scoring (AES) aims to score essays written for a given prompt, which defines the writing topic. Most existing AES systems assume to grade essays of the same prompt as used in training and assign only a holistic score. However, such settings conflict with real-education situations; pre-graded essays for a particular prompt are lacking, and detailed trait scores of sub-rubrics are required. Thus, predicting various trait scores of unseen-prompt essays (called cross-prompt essay trait scoring) is a remaining challenge of AES. In this paper, we propose a robust model: prompt- and trait relation-aware cross-prompt essay trait scorer. We encode prompt-aware essay representation by essay-prompt attention and utilizing the topic-coherence feature extracted by the topic-modeling mechanism without access to labeled data; therefore, our model considers the prompt adherence of an essay, even in a cross-prompt setting. To facilitate multi-trait scoring, we design trait-similarity loss that encapsulates the correlations of traits. Experiments prove the efficacy of our model, showing state-of-the-art results for all prompts and traits. Significant improvements in low-resource-prompt and inferior traits further indicate our model's strength.
Wikipedia can be edited by anyone and thus contains various quality sentences. Therefore, Wikipedia includes some poor-quality edits, which are often marked up by other editors. While editors' reviews enhance the credibility of Wikipedia, it is hard to check all edited text. Assisting in this process is very important, but a large and comprehensive dataset for studying it does not currently exist. Here, we propose WikiSQE, the first large-scale dataset for sentence quality estimation in Wikipedia. Each sentence is extracted from the entire revision history of English Wikipedia, and the target quality labels were carefully investigated and selected. WikiSQE has about 3.4 M sentences with 153 quality labels. In the experiment with automatic classification using competitive machine learning models, sentences that had problems with citation, syntax/semantics, or propositions were found to be more difficult to detect. In addition, by performing human annotation, we found that the model we developed performed better than the crowdsourced workers. WikiSQE is expected to be a valuable resource for other tasks in NLP.
The use of Natural Language Processing (NLP) for Automated Essay Scoring (AES) has been well explored in the English language, with benchmark models exhibiting performance comparable to human scorers. However, AES in Hindi and other low-resource languages remains unexplored. In this study, we reproduce and compare state-of-the-art methods for AES in the Hindi domain. We employ classical feature-based Machine Learning (ML) and advanced end-to-end models, including LSTM Networks and Fine-Tuned Transformer Architecture, in our approach and derive results comparable to those in the English language domain. Hindi being a low-resource language, lacks a dedicated essay-scoring corpus. We train and evaluate our models using translated English essays and empirically measure their performance on our own small-scale, real-world Hindi corpus. We follow this up with an in-depth analysis discussing prompt-specific behavior of different language models implemented.
In recent years, pre-trained models have become dominant in most natural language processing (NLP) tasks. However, in the area of Automated Essay Scoring (AES), pre-trained models such as BERT have not been properly used to outperform other deep learning models such as LSTM. In this paper, we introduce a novel multi-scale essay representation for BERT that can be jointly learned. We also employ multiple losses and transfer learning from out-of-domain essays to further improve the performance. Experiment results show that our approach derives much benefit from joint learning of multi-scale essay representation and obtains almost the state-of-the-art result among all deep learning models in the ASAP task. Our multi-scale essay representation also generalizes well to CommonLit Readability Prize data set, which suggests that the novel text representation proposed in this paper may be a new and effective choice for long-text tasks.
Automated essay scoring (AES) is gaining increasing attention in the education sector as it significantly reduces the burden of manual scoring and allows ad hoc feedback for learners. Natural language processing based on machine learning has been shown to be particularly suitable for text classification and AES. While many machine-learning approaches for AES still rely on a bag-of-words (BOW) approach, we consider a transformer-based approach in this paper, compare its performance to a logistic regression model based on the BOW approach and discuss their differences. The analysis is based on 2,088 email responses to a problem-solving task, that were manually labeled in terms of politeness. Both transformer models considered in that analysis outperformed without any hyper-parameter tuning the regression-based model. We argue that for AES tasks such as politeness classification, the transformer-based approach has significant advantages, while a BOW approach suffers from not taking word order into account and reducing the words to their stem. Further, we show how such models can help increase the accuracy of human raters, and we provide a detailed instruction on how to implement transformer-based models for one's own purpose.
Automated text scoring (ATS) tasks, such as automated essay scoring and readability assessment, are important educational applications of natural language processing. Due to their interpretability of models and predictions, traditional machine learning (ML) algorithms based on handcrafted features are still in wide use for ATS tasks. Practitioners often need to experiment with a variety of models (including deep and traditional ML ones), features, and training objectives (regression and classification), although modern deep learning frameworks such as PyTorch require deep ML expertise to fully utilize. In this paper, we present EXPATS, an open-source framework to allow its users to develop and experiment with different ATS models quickly by offering flexible components, an easy-to-use configuration system, and the command-line interface. The toolkit also provides seamless integration with the Language Interpretability Tool (LIT) so that one can interpret and visualize models and their predictions. We also describe two case studies where we build ATS models quickly with minimal engineering efforts. The toolkit is available at \url{https://github.com/octanove/expats}.
Most research in the area of automatic essay grading (AEG) is geared towards scoring the essay holistically while there has also been some work done on scoring individual essay traits. In this paper, we describe a way to score essays holistically using a multi-task learning (MTL) approach, where scoring the essay holistically is the primary task, and scoring the essay traits is the auxiliary task. We compare our results with a single-task learning (STL) approach, using both LSTMs and BiLSTMs. We also compare our results of the auxiliary task with such tasks done in other AEG systems. To find out which traits work best for different types of essays, we conduct ablation tests for each of the essay traits. We also report the runtime and number of training parameters for each system. We find that MTL-based BiLSTM system gives the best results for scoring the essay holistically, as well as performing well on scoring the essay traits.
Automatic scoring engines have been used for scoring approximately fifteen million test-takers in just the last three years. This number is increasing further due to COVID-19 and the associated automation of education and testing. Despite such wide usage, the AI-based testing literature of these "intelligent" models is highly lacking. Most of the papers proposing new models rely only on quadratic weighted kappa (QWK) based agreement with human raters for showing model efficacy. However, this effectively ignores the highly multi-feature nature of essay scoring. Essay scoring depends on features like coherence, grammar, relevance, sufficiency and, vocabulary. To date, there has been no study testing Automated Essay Scoring: AES systems holistically on all these features. With this motivation, we propose a model agnostic adversarial evaluation scheme and associated metrics for AES systems to test their natural language understanding capabilities and overall robustness. We evaluate the current state-of-the-art AES models using the proposed scheme and report the results on five recent models. These models range from feature-engineering-based approaches to the latest deep learning algorithms. We find that AES models are highly overstable. Even heavy modifications(as much as 25%) with content unrelated to the topic of the questions do not decrease the score produced by the models. On the other hand, irrelevant content, on average, increases the scores, thus showing that the model evaluation strategy and rubrics should be reconsidered. We also ask 200 human raters to score both an original and adversarial response to seeing if humans can detect differences between the two and whether they agree with the scores assigned by auto scores.
We demonstrate that current state-of-the-art approaches to Automated Essay Scoring (AES) are not well-suited to capturing adversarially crafted input of grammatical but incoherent sequences of sentences. We develop a neural model of local coherence that can effectively learn connectedness features between sentences, and propose a framework for integrating and jointly training the local coherence model with a state-of-the-art AES model. We evaluate our approach against a number of baselines and experimentally demonstrate its effectiveness on both the AES task and the task of flagging adversarial input, further contributing to the development of an approach that strengthens the validity of neural essay scoring models.