The emerging dominance of AI in the perception of skills-of-the-future makes assessing AI skills necessary to help guide learning. Creating an assessment of AI skills poses some new challenges. We examine those from the point of view of washback, and exemplify using two exploration studies conducted with 9th grade students.

This research is situated in the space between an existing NLP capability and its use(s) in an educational context. We analyze oral reading data collected with a deployed automated speech analysis software and consider how the results of automated speech analysis can be interpreted and used to inform the ideation and design of a new feature – feedback to learners and teachers. Our analysis shows how the details of the system’s performance and the details of the context of use both significantly impact the ideation process.

We present research aimed at solving a problem in assessment of oral reading fluency using children’s oral reading data from our online book reading app. It is known that properties of the passage being read aloud impact fluency estimates; therefore, passage-based measures are used to remove passage-related variance when estimating growth in oral reading fluency. However, passage-based measures reported in the literature tend to treat passages as independent events, without explicitly modeling accumulation of lexical experience as one reads through a book. We propose such a model and show that it helps explain additional variance in the measurements of children’s fluency as they read through a book, improving over a strong baseline. These results have implications for measuring growth in oral reading fluency.

This paper is a preliminary report on using text complexity measurement in the service of a new educational application. We describe a reading intervention where a child takes turns reading a book aloud with a virtual reading partner. Our ultimate goal is to provide meaningful feedback to the parent or the teacher by continuously tracking the child’s improvement in reading fluency. We show that this would not be a simple endeavor, due to an intricate relationship between text complexity from the point of view of comprehension and reading rate.