Automated LSA Assessment of Summaries in Distance Education
Guillermo Jorge‐Botana, José María Luzón, Isabel Gómez Veiga, Jesús I. Martín-Cordero · Journal of Educational Computing Research · 2015
A latent semantic analysis-based automated summary assessment is described; this automated system is applied to a real learning from text task in a Distance Education context. We comment on the use of automated content, plagiarism, text coherence measures, and word weights average and their impact on predicting human judges summary scoring. A first regression analysis showed the independence of interparagraph coherence with respect to superficial text variables, advising its inclusion in a general regression model, along with content, plagiarism measures. The final regression model explains a considerable degree of variability in human judgment of summaries. Finally, we discuss several methodological implications and further applications of the automated summary scoring technique developed in this study.