This study aims to improve the reliability of a new AI collaborative scoring system used to assess the quality of students’ written arguments. The system draws on the Rational Force Model and focuses on classifying the functional relation of each proposition in terms of support, opposition, acceptability, and relevance.

Takahashi, N., Onuorah, A., Reznitskaya, A., Chukharev, E., Sykes, A., Flammia, M., et al. (2025). Evaluating the Reliability of Human–AI Collaborative Scoring of Written Arguments Using Rational Force Model. In J. Wilson, C. Ormerod, M. Beiting Parrish (a cura di), Proceedings of the Artificial Intelligence in Measurement and Education Conference (AIME-Con). Volume 2: Works in Progress (pp. 135-140). National Council on Measurement in Education (NCME).

Evaluating the Reliability of Human–AI Collaborative Scoring of Written Arguments Using Rational Force Model

Flammia Michele;
2025

Abstract

This study aims to improve the reliability of a new AI collaborative scoring system used to assess the quality of students’ written arguments. The system draws on the Rational Force Model and focuses on classifying the functional relation of each proposition in terms of support, opposition, acceptability, and relevance.
Capitolo o saggio
AI-assisted assessment, Argumentation, Automated essay scoring, Generative AI in education, Formative assessment
English
Proceedings of the Artificial Intelligence in Measurement and Education Conference (AIME-Con). Volume 2: Works in Progress
Wilson, J; Ormerod, C; Beiting Parrish, M;
2025
9798218842291
National Council on Measurement in Education (NCME)
135
140
Takahashi, N., Onuorah, A., Reznitskaya, A., Chukharev, E., Sykes, A., Flammia, M., et al. (2025). Evaluating the Reliability of Human–AI Collaborative Scoring of Written Arguments Using Rational Force Model. In J. Wilson, C. Ormerod, M. Beiting Parrish (a cura di), Proceedings of the Artificial Intelligence in Measurement and Education Conference (AIME-Con). Volume 2: Works in Progress (pp. 135-140). National Council on Measurement in Education (NCME).
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10281/574941
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