The Graduate Management Admission Council® (GMAC®) has long benefited from advances in automated essay scoring. When GMAC® adopted ETS® e-rater® in 1999, the Council’s flagship product, the Graduate Management Admission Test® (GMAT®), became the first large-scale assessment to incorporate automated essay scoring. The change was controversial at the time (Iowa State Daily, 1999; Calfee, 2000). T...

We have developed an automated Japanese essay scoring system called Jess. The system needs expert writings rather than expert raters to build the evaluation model. By detecting statistical outliers of predetermined aimed essay features compared with many professional writings for each prompt, our system can evaluate essays. The following three features are examined: (1) rhetoric — syntactic var...

This paper describes an automated scorer for assessing students’ Creative Problem-Solving (CPS) abilities via modeling the intra-structure of students’ essays describing their thoughts on solving particular problems. The automated scorer aims to grade students’ open-ended responses to an essay-question-type CPS ability test, instead of using typical Likert-type or multiple-choice questions that...

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Drawing on an in-depth analysis of eight global health networks, a recent essay in this journal argued that global health networks face four challenges to their effectiveness: problem definition, positioning, coalition-building, and governance. While sharing the argument of the essay concerned, in this commentary, we argue that these analytical concepts can be used to explicate a concept that h...

In this paper we discuss a simple but comprehensive form of feedback to essay authors, based on a thesaurus and computer graphics, which enables the essay authors to see where essay content is inadequate in terms of the discussion of the essay topic. Concepts which are inadequately covered are displayed for the information of the author so that the essay can be improved. The feedback is automat...

    This study investigated the effects of different learning levels, including Remember an Instance (RI), Remember a Generality (RG), and Use a Generality (UG) in multiple-choice and essay tests on immediate and delayed retention. Three-hundred pre-intermediate students participated in the study. Reading passages with multiple-choice and essay questions in different levels of learning were giv...

This essay focuses on metadiscourse, a name for elements of texts that convey meanings other than  those  that  are  primarily  referential.    The  essay  provides  some  theoretical  background  to the  study  of  metadiscourse,  briefly  reviews  a  taxonomy  of  metadiscourse,  and  explores  four reasons why the study of metadiscourse is interesting and important: (a) Such study shows how ...