Position on AES: 6. Rejects machine scoring for assessment, but not for placement, and suggests developing our own (as a field) software.
Haswell admits that we, as a field, are complicit in the popularization of machine scoring, since we’ve positioned writing assessment as “drudgery” (59). He provides a partial history of computer scoring. He argues that machine scoring software represents a “black box” (we don’t always know how it works), but that it mimics some of our own practices as teachers (73). He claims that we should come up with ways not only to critique machine scoring, but to resist it (76). But he concedes that machine scoring might be useful in placement (77).
- Assumes that using software for placement is less damaging than using it for assessment.
- Assumes that we, as a field, are complicit in the creation and popularization of machine scoring software.
Points of interest:
- Haswell suggests that we (as a field) write our own software (76). Maker culture!
- He wants administrations to bear the burden of proof for adopting new software (76).