Using Automated Procedures to Score Educational Essays Written in Three Languages

IF 1.4 4区心理学 Q3 PSYCHOLOGY, APPLIED

Journal of Educational Measurement Pub Date : 2024-07-23 DOI:10.1111/jedm.12406

Tahereh Firoozi, Hamid Mohammadi, Mark J. Gierl

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引用次数: 0

Abstract

The purpose of this study is to describe and evaluate a multilingual automated essay scoring (AES) system for grading essays in three languages. Two different sentence embedding models were evaluated within the AES system, multilingual BERT (mBERT) and language‐agnostic BERT sentence embedding (LaBSE). German, Italian, and Czech essays were holistically scored using the Common European Framework of Reference of Languages. The AES system with mBERT produced results that were consistent with human raters overall across all three language groups. The system also produced accurate predictions for some but not all of the score levels within each language. The AES system with LaBSE produced results that were even more consistent with the human raters overall across all three language groups compared to mBERT. In addition, the system produced accurate predictions for the majority of the score levels within each language. The performance differences between mBERT and LaBSE can be explained by considering how each language embedding model is implemented. Implications of this study for educational testing are also discussed.

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使用自动化程序为用三种语言撰写的教育论文评分

本研究旨在描述和评估一种多语言自动作文评分（AES）系统，该系统可对三种语言的作文进行评分。在 AES 系统中评估了两种不同的句子嵌入模型：多语种 BERT (mBERT) 和语言无关 BERT 句子嵌入 (LaBSE)。使用欧洲语言共同参考框架对德语、意大利语和捷克语论文进行了整体评分。在所有三个语言组中，使用 mBERT 的 AES 系统得出的结果与人类评分员的结果总体上一致。该系统还能准确预测每种语言中的部分分数等级，但不是所有分数等级。与 mBERT 相比，使用 LaBSE 的 AES 系统在所有三个语言组中得出的结果与人类评分员的总体评分结果更加一致。此外，该系统对每种语言中的大部分分数等级都能做出准确的预测。mBERT 和 LaBSE 之间的性能差异可以通过考虑每种语言嵌入模型的实现方式来解释。本研究对教育测试的影响也在讨论之列。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Educational Measurement Multiple-

CiteScore

2.30

自引率

7.70%

发文量

期刊介绍： The Journal of Educational Measurement (JEM) publishes original measurement research, provides reviews of measurement publications, and reports on innovative measurement applications. The topics addressed will interest those concerned with the practice of measurement in field settings, as well as be of interest to measurement theorists. In addition to presenting new contributions to measurement theory and practice, JEM also serves as a vehicle for improving educational measurement applications in a variety of settings.