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ERIC Number: EJ1139389
Record Type: Journal
Publication Date: 2017
Pages: 27
Abstractor: As Provided
ISSN: EISSN-1929-7750
Towards Reflective Writing Analytics: Rationale, Methodology and Preliminary Results
Shum, Simon Buckingham; Sándor, Ágnes; Goldsmith, Rosalie; Bass, Randall; McWilliams, Mindy
Journal of Learning Analytics, v4 n1 p58-84 2017
When used effectively, reflective writing tasks can deepen learners' understanding of key concepts, help them critically appraise their developing professional identity, and build qualities for lifelong learning. As such, reflective writing is attracting substantial interest from universities concerned with experiential learning, reflective practice, and developing a holistic conception of the learner. However, reflective writing is for many students a novel genre to compose in, and tutors may be inexperienced in its assessment. While these conditions set a challenging context for automated solutions, natural language processing may also help address the challenge of providing real time, formative feedback on draft writing. This paper reports progress in designing a writing analytics application, detailing the methodology by which informally expressed rubrics are modelled as formal rhetorical patterns, a capability delivered by a novel web application. Preliminary tests on an independently human-annotated corpus are encouraging, showing improvements from the first to second version, but with much scope for improvement. We discuss a range of issues: the prevalence of false positives in the tests, areas for future technical improvements, the issue of gaming the system, and the participatory design process that has enabled work across disciplinary boundaries to develop the prototype to its current state. [Paper presented at the LAK '16--International Conference on Learning Analytics and Knowledge (6th, Edinburgh, United Kingdom, April 25-29, 2016).]
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Publication Type: Journal Articles; Speeches/Meeting Papers; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; District of Columbia
Grant or Contract Numbers: N/A