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Automated Analysis of Constructed Response

Constructed response questions – in which students must explain phenomena in their own words – create more meaningful opportunities for instructors to identify their students’ learning obstacles than multiple choice questions. However, the realities of typical large-enrollment undergraduate classes restrict the options faculty have for evaluating students' writing.

In the Automated Analysis of Constructed Response (AACR) Research Group, we are exploring computerized analysis of students’ writing in large enrollment undergraduate STEM courses.

We are pursuing multiple approaches to using linguistic analysis software for identifying conceptual categories in students' written responses and using that data to build statistical models of students’ thinking in biology, chemistry and statistics.

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This material is based upon work supported by the National Science Foundation (DUE grants: 1438739, 1323162, 1347740, 0736952 and 1022653). Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the NSF.