After reading this article, I am pretty sure that I won't be using this computerized grading system although it works significantly faster. There are more problems to e-Rater than there is advantages. Truth is, if we as teachers begin to use it, we will shift our focus from facts and substantial arguments to sentence structure and use of vocabulary. This is not necessarily a bad thing when balanced with other writing skills such as the clarity, purpose, and so on. However, e-Rater pays no attention to the facts and only focuses on students' ability to create a complete sentence with big words. Is this more important than proposing a valid argument and information?
As a future English teacher, I refuse to use e-Rater because studies prove it to be unreliable although more convenient. I feel that it will completely dumb down students writing skills by having them write to e-Rater's expectations. Students would feel obligated to use a lot of vocabulary and words that they are unfamiliar with. They will probably only use them because they know if they do, e-Rater will give them a higher score. Students will not be motivated to establish meaning behind their writing once they discover that e-Rater doesn't really care if they do. If I were to completely depend on e-Rater, my students will soon begin understand the pattern and requirements it has when grading. Students would not be interested in developing their writing skills. Students would not understand what they are writing because it won't make much sense. Truth is, although I am an advocate for integrating technology in this classroom, I choose not to use this is my classroom. The only way I would consider using this is if it was completely revised and focuses on a wider range of writing skills. After reading this article, what are your takes on this robo-reader?
Emily,
ReplyDeleteI completely agree with your take on this questionable form of technology. As future English teachers, we have an obligation to improve our students' writing skills and appropriate use of new vocabulary words. However, by integrating this form of technology, we will be setting students back, reversing exactly what we strive to instill in them. Learning and appropraitely using vocabulary words can be enough of a challenge on its own. By writing to the expectation of e-Rater, they will absolutely be inclined to use bigger vocabulary words, most likely incorrectly. I definitely agree with the points you make that it will not help to shape and develop students' writing skills, as e-Rater does not seem to grade on the quality of their work. We must continuously remind our students that the quality of their work will not be lost if they don't include big vocabulary words. As long as they clearly enforce their motives for writing, they don't need to accompany it with overwhelming vocabulary that might be quite above their grade level.