Annotating Student Talk in Text-based Classroom Discussions
University of Pittsburgh（匹兹堡大学）
英文摘要：
Classroom discussions in English Language Arts have a positive effect on students' reading, writing and reasoning skills. Although prior work has largely focused on teacher talk and student-teacher interactions, we focus on three theoretically-motivated aspects of high-quality student talk: argumentation, specificity, and knowledge domain. We introduce an annotation scheme, then show that the scheme can be used to produce reliable annotations and that the annotations are predictive of discussion quality. We also highlight opportunities provided by our scheme for education and natural language processing research.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
