Research Paper on Misalignment of teacher and student evaluations of the quality of essays in the tenth grade: a text analysis that is automatic

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Title: Misalignment of teacher and student evaluations of the quality of essays in the tenth grade: a text analysis that is automatic

Abstract: Writing is a skill necessary for success in both the classroom and on the job; nevertheless, some students lack the necessary ability in this area. This ability is crucial for success in both academic and professional environments. One of the difficulties may arise because professors and students may have different ideas about what constitutes outstanding writing. The evaluative misalignment theory contends that students utilize different standards to judge the quality of their work than their professors. In order to examine any potential discrepancies in the standards that teachers and students have for the caliber of writing, the authors of this study used automated text analysis. To ascertain whether there were any contradictions, this inquiry was conducted. In addition, an analysis of the relationship between linguistic traits and student and teacher evaluations of students’ prompt-based essays is carried out, specifically utilizing the computer applications Coh-Metrix and Linguistic Inquiry and Word Count. This relationship is fascinating. These methods assess students’ essays in response to a particular prompt (LIWC) (LIWC). A total of 126 individual students participated in the study by completing timed essays that followed the SAT pattern and rated their work on a scale of 1-6. The professors graded the essays according to a point system drawn from the SAT rubric. The essays were graded with this methodology. The data helped us understand the dynamics underlying student misalignments and considerable proof that the hypothesis was true. However, fewer overall textual attributes were connected with the student evaluations, and those most significantly associated were those at the surface level. Although the teachers were particularly aware of the linguistic aspects of the essays at both the surface level and the deep level of the text, the student assessments tended to emphasize the surface level elements more.

Keywords: Writing about evaluations, writing about oneself, writing about the teacher of the class, writing about computational linguistics, and writing about textual analysis are all examples of writing assignments.

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Paper Quality: SCOPUS / Web of Science Level Research Paper

Subject: ELT – English Language Teaching

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