Reframing Authority: A Computational Measure of Power-Affirming Feedback on Student Writing.
Mei TanChristopher MahDorottya DemszkyPublished in: L@S (2024)
Keyphrases
- peer assessment
- collaborative writing
- computational power
- reading comprehension
- formative assessment
- student learning
- positive feedback
- university courses
- learning environment
- power consumption
- student responses
- similarity measure
- learning experience
- link analysis
- natural language dialogue
- students with learning disabilities
- student model
- user feedback
- intelligent tutoring systems
- distance learning
- learning styles
- relevance feedback
- learning process