The Prox was an approximation or correlation to the Trin, for example, the proportion of “uncommon words” used by a student (Page, 1967). The Trin was not directly measurable by the computer strategies of the 1960’s. The Trin was a variable that measured the intrinsic interest to the human judge, for example, word choice. Page believed that writing could be broken down into what he called a “trin” and a “prox”. The process was time consuming and labor intensive due to the limitations of computers at that time, but the results were impressive. The essays were manually entered into an IBM 7040 computer by clerical staff using keypunch cards. ![]() A hypothesis was generated surrounding the variables, also referred to as features, that might influence the teachers’ judgement. At that time, 272 trial essays were written by students grades 8-12 in an “American High School” and each was judged by at least 4 independent teachers. In December of 1964, at the University of Connecticut, Project Essay Grade (PEG®) was born ( Page, 1967). Page, began working on the idea of helping students improve their writing by getting quick feedback on their essays with the help of computers. The idea of Automated Essay Graders (AEG or Robo-graders) has been around since the early 1960’s. This approach is designed to leverage the respective strengths of automated and hand-scoring while mitigating their respective limitations.\) In most operational assessment program contexts we recommend a hybrid scoring approach, in which an automated scoring engine is used alongside human raters. These contests have spanned essay scoring (the Hewlett Foundation-sponsored Automated Student Assessment Prize phase one), short constructed response English language arts and science scoring (ASAP phase two) and reading constructed response scoring (the National Center for Education Statistics -sponsored National Assessment of Educational Progress Automated Scoring Challenge). PEG and the MI team have dominated public competitions testing the state of the art of automated scoring. MI’s Project Essay Grade (PEG) automated scoring engine currently provides nearly 10 million summative scores for students across the US. MI has led the field in automated scoring solutions since first adopted by schools, districts, and states in formative and summative contexts. MI’s handscoring service offerings include conducting rangefinding proceedings, developing scoring tools and training materials, evaluating prompts and constructed-response items, recruiting and hiring scoring personnel, performing training activities, and supervising scoring efforts. ![]() In addition to traditional measures of rater accuracy and agreement, we employ a host of automated quality-assurance score verifications to ensure the most appropriate score has been assigned to each response. ![]() On this foundation, we use our scoring technologies to monitor rater performance effectively and efficiently. At the heart of this system is our state-of-the-art Virtual Scoring Center (VSC), comprised of VSC Capture (a system for acquiring images and decoding response data from paper tests), VSC Train (a secure training and practice application for raters and scoring leadership), and VSC Score (a secure user management, scoring, and reporting application).Īt the company’s inception, MI developed an outstanding training method for the scoring of student constructed responses which has become the industry model. Our unified handscoring system allows us to conduct all hiring, training, qualifying, scoring, monitoring, communicating, and reporting tasks remotely. MI handscores tens of millions of student responses annually.
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