Many recent Short Answer Scoring (SAS) systems have employed Quadratic Weighted Kappa (QWK) as the evaluation measure of their systems. However, we hypothesize that QWK is unsatisfactory for the evaluation of the SAS systems when we consider measuring their effectiveness in actual usage. We introduce a new task formulation of SAS that matches the actual usage. In our formulation, the SAS systems should extract as many scoring predictions that are not critical scoring errors (CSEs). We conduct the experiments in our new task formulation and demonstrate that a typical SAS system can predict scores with zero CSE for approximately 50% of test data at maximum by filtering out low-reliablility predictions on the basis of a certain confidence estimation. This result directly indicates the possibility of reducing half the scoring cost of human raters, which is more preferable for the evaluation of SAS systems.

We introduce the AIP-Tohoku grammatical error correction (GEC) system for the BEA-2019 shared task in Track 1 (Restricted Track) and Track 2 (Unrestricted Track) using the same system architecture. Our system comprises two key components: error generation and sentence-level error detection. In particular, GEC with sentence-level grammatical error detection is a novel and versatile approach, and we experimentally demonstrate that it significantly improves the precision of the base model. Our system is ranked 9th in Track 1 and 2nd in Track 2.

This paper provides an analytical assessment of student short answer responses with a view to potential benefits in pedagogical contexts. We first propose and formalize two novel analytical assessment tasks: analytic score prediction and justification identification, and then provide the first dataset created for analytic short answer scoring research. Subsequently, we present a neural baseline model and report our extensive empirical results to demonstrate how our dataset can be used to explore new and intriguing technical challenges in short answer scoring. The dataset is publicly available for research purposes.

The incorporation of pseudo data in the training of grammatical error correction models has been one of the main factors in improving the performance of such models. However, consensus is lacking on experimental configurations, namely, choosing how the pseudo data should be generated or used. In this study, these choices are investigated through extensive experiments, and state-of-the-art performance is achieved on the CoNLL-2014 test set (F0.5=65.0) and the official test set of the BEA-2019 shared task (F0.5=70.2) without making any modifications to the model architecture.

Short Answer Grading (SAG) is a task of scoring students’ answers in examinations. Most existing SAG systems predict scores based only on the answers, including the model used as base line in this paper, which gives the-state-of-the-art performance. But they ignore important evaluation criteria such as rubrics, which play a crucial role for evaluating answers in real-world situations. In this paper, we present a method to inject information from rubrics into SAG systems. We implement our approach on top of word-level attention mechanism to introduce the rubric information, in order to locate information in each answer that are highly related to the score. Our experimental results demonstrate that injecting rubric information effectively contributes to the performance improvement and that our proposed model outperforms the state-of-the-art SAG model on the widely used ASAP-SAS dataset under low-resource settings.

This study explores the necessity of performing cross-corpora evaluation for grammatical error correction (GEC) models. GEC models have been previously evaluated based on a single commonly applied corpus: the CoNLL-2014 benchmark. However, the evaluation remains incomplete because the task difficulty varies depending on the test corpus and conditions such as the proficiency levels of the writers and essay topics. To overcome this limitation, we evaluate the performance of several GEC models, including NMT-based (LSTM, CNN, and transformer) and an SMT-based model, against various learner corpora (CoNLL-2013, CoNLL-2014, FCE, JFLEG, ICNALE, and KJ). Evaluation results reveal that the models’ rankings considerably vary depending on the corpus, indicating that single-corpus evaluation is insufficient for GEC models.

There has been very limited work on the adaptation of Part-Of-Speech (POS) tagging to learner English despite the fact that POS tagging is widely used in related tasks. In this paper, we explore how we can adapt POS tagging to learner English efficiently and effectively. Based on the discussion of possible causes of POS tagging errors in learner English, we show that deep neural models are particularly suitable for this. Considering the previous findings and the discussion, we introduce the design of our model based on bidirectional Long Short-Term Memory. In addition, we describe how to adapt it to a wide variety of native languages (potentially, hundreds of them). In the evaluation section, we empirically show that it is effective for POS tagging in learner English, achieving an accuracy of 0.964, which significantly outperforms the state-of-the-art POS-tagger. We further investigate the tagging results in detail, revealing which part of the model design does or does not improve the performance.

In grammatical error correction (GEC), automatically evaluating system outputs requires gold-standard references, which must be created manually and thus tend to be both expensive and limited in coverage. To address this problem, a reference-less approach has recently emerged; however, previous reference-less metrics that only consider the criterion of grammaticality, have not worked as well as reference-based metrics. This study explores the potential of extending a prior grammaticality-based method to establish a reference-less evaluation method for GEC systems. Further, we empirically show that a reference-less metric that combines fluency and meaning preservation with grammaticality provides a better estimate of manual scores than that of commonly used reference-based metrics. To our knowledge, this is the first study that provides empirical evidence that a reference-less metric can replace reference-based metrics in evaluating GEC systems.

Part-of-speech (POS) tagging and chunking have been used in tasks targeting learner English; however, to the best our knowledge, few studies have evaluated their performance and no studies have revealed the causes of POS-tagging/chunking errors in detail. Therefore, we investigate performance and analyze the causes of failure. We focus on spelling errors that occur frequently in learner English. We demonstrate that spelling errors reduced POS-tagging performance by 0.23% owing to spelling errors, and that a spell checker is not necessary for POS-tagging/chunking of learner English.