Last month, I wrote this narrow defense of automated essay grading, hoping to clear the air on a new and controversial technology. In that post’s prolific comments section, Laura Gibbs made a comment echoing what I’ve heard from every teacher I speak to.
I am waiting for someone to show me a real example of this “useful supplement” provided by the computer that is responding to natural human language use – I understand what you want it to be, but I would contend that natural human language use is so complex (complex for a computer to apprehend) that trying to give writing mechanics feedback on spontaneously generated student writing will lead only to confusion for the students.
When we talk about machine learning being used to automatically grade writing, most people don’t know what that looks like. Because they don’t know the technology, they make it up. As far as I can tell, this is based on a combination of decades-old technology like Microsoft Word’s green grammar squiggles, clever new applications like Apple’s Siri personal assistant, and downright fiction, like Tony Stark’s snarky talking suits. What you get from this cross is a weird and incompetent artificial intelligence pointing out commas and giving students high grades for hiding the word “defenestration” in an essay.
My cofounder at LightSIDE Labs, David Adamson, taught in a high school for six years. If we were endeavoring to build something that was this unhelpful for teachers, he would have walked out a long time ago. In fact, though, David is a researcher in his own right. David’s Ph.D. research isn’t as focused on machine learning and algorithms as my own; instead, his work brings him into Pittsburgh public schools, talking with students and teachers, and putting technology where it can make a difference. In this post, rather than focus on essay evaluation and helping students with writing – which will be the subject of future posts – I’m going to explore the things he’s already doing in classrooms.
