Novel Tools for Assessing Student Discussions: Modeling threads and participant roles using speech act and course topic analysis

Authors:
Jihie Kim;Erin Shaw;Grace Chern;Roshan Herbert
Affiliations:
University of Southern California, Information Sciences Institute, 4676 Admiralty Way, Marina del Rey, CA 90292 USA, {jihie,shaw}@isi.edu, {gchern,rherbert}@usc.edu;University of Southern California, Information Sciences Institute, 4676 Admiralty Way, Marina del Rey, CA 90292 USA, {jihie,shaw}@isi.edu, {gchern,rherbert}@usc.edu;University of Southern California, Information Sciences Institute, 4676 Admiralty Way, Marina del Rey, CA 90292 USA, {jihie,shaw}@isi.edu, {gchern,rherbert}@usc.edu;University of Southern California, Information Sciences Institute, 4676 Admiralty Way, Marina del Rey, CA 90292 USA, {jihie,shaw}@isi.edu, {gchern,rherbert}@usc.edu
Venue:
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
Year:
2007

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Abstract

This paper describes new techniques for assessing pedagogical discourse via threaded discussions that are based on an analysis of speech acts and course topics. The context is an undergraduate computer science course. We use speech act analysis to assess the effect of instructor participation on student participation and to create thread profiles that help identify threads characterized by agreement, debate, and unresolved issues, such as threads that may have unanswered questions. For the first time, we integrate an analysis of course topics to help identify discussions of particular interest or confusion.