Annotating Student Talk in Text-based Classroom Discussions
Luca Lugini, Diane Litman, Amanda Godley, Christopher Olshefski
Abstract
Classroom discussions in English Language Arts have a positive effect on students’ reading, writing and reasoning skills. Although prior work has largely focused on teacher talk and student-teacher interactions, we focus on three theoretically-motivated aspects of high-quality student talk: argumentation, specificity, and knowledge domain. We introduce an annotation scheme, then show that the scheme can be used to produce reliable annotations and that the annotations are predictive of discussion quality. We also highlight opportunities provided by our scheme for education and natural language processing research.- Anthology ID:
- W18-0511
- Volume:
- Proceedings of the Thirteenth Workshop on Innovative Use of NLP for Building Educational Applications
- Month:
- June
- Year:
- 2018
- Address:
- New Orleans, Louisiana
- Editors:
- Joel Tetreault, Jill Burstein, Ekaterina Kochmar, Claudia Leacock, Helen Yannakoudakis
- Venue:
- BEA
- SIG:
- SIGEDU
- Publisher:
- Association for Computational Linguistics
- Note:
- Pages:
- 110–116
- Language:
- URL:
- https://aclanthology.org/W18-0511
- DOI:
- 10.18653/v1/W18-0511
- Cite (ACL):
- Luca Lugini, Diane Litman, Amanda Godley, and Christopher Olshefski. 2018. Annotating Student Talk in Text-based Classroom Discussions. In Proceedings of the Thirteenth Workshop on Innovative Use of NLP for Building Educational Applications, pages 110–116, New Orleans, Louisiana. Association for Computational Linguistics.
- Cite (Informal):
- Annotating Student Talk in Text-based Classroom Discussions (Lugini et al., BEA 2018)
- PDF:
- https://preview.aclanthology.org/naacl-24-ws-corrections/W18-0511.pdf