Human versus Automated Essay Scoring: A Critical Review

Abstract

In the last 30 years, numerous scholars have described the possible changes in marking writing assignments. The paper reflects these developments as it charts the paths recently taken in the field, evaluates automated and human essay scoring systems in academic environments and analyzes the implications that both systems offer. In recent years, ways and opportunities for giving feedback have changed as computer programs have been more widely used in assessing students writing. Numerous researchers have studied computerized feedback and its potential. Different problems, such as quality of this type of feedback, validity, and reliability have been analyzed. This critical review examines two major types of academic writing support. The objective of the study based on the literature review is to examine the potential support of human and automated proofreaders for teaching and learning purposes. Introduction The movement toward the more frequent use of computers in assessing writing has been coupled with an assumption that computer-based feedback should be more efficient and accurate than traditional methods. Computer-based program innovators aimed to create more authentic assessments of tasks and constructs. All these innovations have been included in computer-based assessment tools. Computerized scoring of essays, particularly relevant to large-scale language testing programs and technological advances lead to improved understanding needed to support learning progress.