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Owen Henkel; Libby Hills; Bill Roberts; Joshua McGrane – International Journal of Artificial Intelligence in Education, 2025
Formative assessment plays a critical role in improving learning outcomes by providing feedback on student mastery. Open-ended questions, which require students to produce multi-word, nontrivial responses, are a popular tool for formative assessment as they provide more specific insights into what students do and do not know. However, grading…
Descriptors: Artificial Intelligence, Grading, Reading Comprehension, Natural Language Processing
Ying Fang; Tong Li; Linh Huynh; Katerina Christhilf; Rod D. Roscoe; Danielle S. McNamara – Grantee Submission, 2023
Literacy assessment is essential for effective literacy instruction and training. However, traditional paper-based literacy assessments are typically decontextualized and may cause stress and anxiety for test takers. In contrast, serious games and game environments allow for the assessment of literacy in more authentic and engaging ways, which has…
Descriptors: Literacy, Student Evaluation, Educational Games, Literacy Education
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Shin, Jinnie; Gierl, Mark J. – International Journal of Testing, 2022
Over the last five years, tremendous strides have been made in advancing the AIG methodology required to produce items in diverse content areas. However, the one content area where enormous problems remain unsolved is language arts, generally, and reading comprehension, more specifically. While reading comprehension test items can be created using…
Descriptors: Reading Comprehension, Test Construction, Test Items, Natural Language Processing