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
Venues:
BEA | NAACL | WS
SIG:
SIGEDU
Publisher:
Association for Computational Linguistics
Note:
Pages:
110–116
Language:
URL:
https://www.aclweb.org/anthology/W18-0511
DOI:
10.18653/v1/W18-0511
Bib Export formats:
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PDF:
http://aclanthology.lst.uni-saarland.de/W18-0511.pdf