@inproceedings{doi-etal-2024-automated,
    title = "Automated Essay Scoring Using Grammatical Variety and Errors with Multi-Task Learning and Item Response Theory",
    author = "Doi, Kosuke  and
      Sudoh, Katsuhito  and
      Nakamura, Satoshi",
    editor = {Kochmar, Ekaterina  and
      Bexte, Marie  and
      Burstein, Jill  and
      Horbach, Andrea  and
      Laarmann-Quante, Ronja  and
      Tack, Ana{\"i}s  and
      Yaneva, Victoria  and
      Yuan, Zheng},
    booktitle = "Proceedings of the 19th Workshop on Innovative Use of NLP for Building Educational Applications (BEA 2024)",
    month = jun,
    year = "2024",
    address = "Mexico City, Mexico",
    publisher = "Association for Computational Linguistics",
    url = "https://preview.aclanthology.org/Add-Cong-Liu-Florida-Atlantic-University-author-id/2024.bea-1.26/",
    pages = "316--329",
    abstract = "This study examines the effect of grammatical features in automatic essay scoring (AES). We use two kinds of grammatical features as input to an AES model: (1) grammatical items that writers used correctly in essays, and (2) the number of grammatical errors. Experimental results show that grammatical features improve the performance of AES models that predict the holistic scores of essays. Multi-task learning with the holistic and grammar scores, alongside using grammatical features, resulted in a larger improvement in model performance. We also show that a model using grammar abilities estimated using Item Response Theory (IRT) as the labels for the auxiliary task achieved comparable performance to when we used grammar scores assigned by human raters. In addition, we weight the grammatical features using IRT to consider the difficulty of grammatical items and writers' grammar abilities. We found that weighting grammatical features with the difficulty led to further improvement in performance."
}