Rubric Reliability and Annotation of Content and Argument in Source-Based Argument Essays
We present a unique dataset of student source-based argument essays to facilitate research on the relations between content, argumentation skills, and assessment. Two classroom writing assignments were given to college students in a STEM major, accompanied by a carefully designed rubric. The paper presents a reliability study of the rubric, showing it to be highly reliable, and initial annotation on content and argumentation annotation of the essays.PDF Abstract
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