Automatic essay grading using text categorization techniques
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We describe a study aimed at measuring the use of factual information in test-taker essays and assessing its effectiveness for predicting essay scores. We found medium correlations with the proposed measures, that remained significant after the effect of essay length was factored out. The correlations did not differ substantionally between a simple, relatively robust measure vs a more sophisticated measure with better construct validity. Implications for development of automated essay scoring systems are discussed.