Classification errors in a domain-independent assessment system
Rodney D. Nielsen, Wayne Ward, James Martin · 2008
We present a domain-independent technique for assessing learners' constructed responses. The system exceeds the accuracy of the majority class baseline by 15.4% and a lexical baseline by 5.9%. The emphasis of this paper is to provide an error analysis of performance, describing the types of errors committed, their frequency, and some issues in their resolution.