Using the text to evaluate short answers for reading comprehension exercises
Andrea Horbach, Alexis Palmer, Manfred Pinkal · 2013
Short answer questions for reading comprehension are a common task in foreign language learning. Automatic short answer scoring is the task of automatically assessing the semantic content of a student’s answer, marking it e.g. as correct or incorrect. While previous approaches mainly focused on comparing a learner answer to some reference answer provided by the teacher, we explore the use of the underlying reading texts as additional evidence for the classification. First, we conduct a corpus study targeting the links between sentences in reading texts for learners of German and answers to reading comprehension questions based on those texts. Second, we use the reading text directly for classification, considering three different models: an answer-based classifier extended with textual features, a simple text-based classifier, and a model that combines the two according to confidence of the text-based classification. The most promising approach is the first one, results for which show that textual features improve classification accuracy. While the other two models do not improve classification accuracy, they do investigate the role of the text and suggest possibilities for developing automatic answer scoring systems with less supervision needed from instructors. 1