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Fecha
2024-01-01
Derechos de acceso
info:eu-repo/semantics/openAccess
Título de la revista
ISSN de la revista
Título del volumen
Editorial
Shahid Chamran University of Ahvaz
Citas
Resumen
This article presents research that compared two correction techniques applied to a PISA text summary question written by 30 Spanish students aged 14-16, one by automatic correction software (G-Rubric) and the other by 30 Spanish language teachers varying in age, sex, and classroom experience. The methodology was a parametric approach based on latent class analysis using Latent Gold 4.5 software, and correspondence analysis. In the results, the Euclidean distances between each individual and the system were measured as low, medium or high dissimilarity, based how close the teachers’ assessment was to that of the correction software. The results showed a first cluster, comprised of teachers whose correction scores exhibited a significant correlation with the tool, represented the quartile of younger and less experienced teachers. This stands in contrast to a second cluster, characterized by "high" dissimilarity, which consisted of older and more experienced teachers whose corrections deviated notably from the system, yielding scores lower than those produced by the tool.
Descripción
The registered version of this article, first published in Journal of Research in Applied Linguistics (RALs), is available online at the publisher's website: Shahid Chamran University of Ahvaz, https://doi.org/10.22055/rals.2024.45498.3186
La versión registrada de este artículo, publicado por primera vez en Journal of Research in Applied Linguistics (RALs), está disponible en línea en el sitio web del editor: Shahid Chamran University of Ahvaz, https://doi.org/10.22055/rals.2024.45498.3186
La versión registrada de este artículo, publicado por primera vez en Journal of Research in Applied Linguistics (RALs), está disponible en línea en el sitio web del editor: Shahid Chamran University of Ahvaz, https://doi.org/10.22055/rals.2024.45498.3186
Categorías UNESCO
Palabras clave
Automatic Correction, Human Corrector, Reading Comprehension, Assessment
Citación
Vázquez-Cano, E., Ramírez-Hurtado, J.M., & Díez-Arcón, P. (2024). Teacher vs. machine correction: Comparing assessments of students’ reading comprehension and writing skills. Journal of Research in Applied Linguistics (RALs), 15(2), 6–21. DOI: 10.22055/rals.2024.45498.3186.
Centro
Facultad de Educación
Departamento
Didáctica, Organización Escolar y Didácticas Especiales