Advancing Natural Language Processing in Educational Assessment: Pages 167-182
This chapter discusses the evolution of natural language processing (NLP) approaches to text representation and how different ways of representing text can be utilized for a relatively understudied task in educational assessment – that of predicting item characteristics from item text.
Advancing Natural Language Processing in Educational Assessment: Pages 58-73
This chapter describes INCITE, an NLP-based system for scoring free-text responses. It emphasizes the importance of context and the system’s intended use and explains how each component of the system contributed to its accuracy.
Journal of Applied Technology: Volume 23 - Special Issue 1 - Pages 30-40
The interpretations of test scores in secure, high-stakes environments are dependent on several assumptions, one of which is that examinee responses to items are independent and no enemy items are included on the same forms. This paper documents the development and implementation of a C#-based application that uses Natural Language Processing (NLP) and Machine Learning (ML) techniques to produce prioritized predictions of item enemy statuses within a large item bank.
Proceedings of the 28th International Conference on Computational Linguistics
This paper brings together approaches from the fields of NLP and psychometric measurement to address the problem of predicting examinee proficiency from responses to short-answer questions (SAQs).
Academic Medicine: March 2019 - Volume 94 - Issue 3 - p 314-316
The United States Medical Licensing Examination Step 2 Clinical Skills (CS) exam uses physician raters to evaluate patient notes written by examinees. In this Invited Commentary, the authors describe the ways in which the Step 2 CS exam could benefit from adopting a computer-assisted scoring approach that combines physician raters’ judgments with computer-generated scores based on natural language processing (NLP).
Journal of Educational Measurement: Volume 55, Issue 2, Pages 308-327
The widespread move to computerized test delivery has led to the development of new approaches to evaluating how examinees use testing time and to new metrics designed to provide evidence about the extent to which time limits impact performance. Much of the existing research is based on these types of observational metrics; relatively few studies use randomized experiments to evaluate the impact time limits on scores. Of those studies that do report on randomized experiments, none directly compare the experimental results to evidence from observational metrics to evaluate the extent to which these metrics are able to sensitively identify conditions in which time constraints actually impact scores. The present study provides such evidence based on data from a medical licensing examination.