What does student writing tell us about their thinking on social justice?
Heeryung Choi, Christopher A. Brooks, Kevyn Collins‐Thompson · 2017
In this work we investigate the use of deep learning for text analysis to measure elements of student thinking related to issues of privilege, oppression, diversity and social justice. We leverage historical expert annotations as well as a large lexical model to create a more generalizable vocabulary for identifying these characteristics in short student writing. We demonstrate the feasibility of this approach, and identify further areas for research.