KR20070030734A - Composition evaluation device - Google Patents

Abstract

BACKGROUND OF THE INVENTION 1. Field of the Invention The present invention relates to an evaluation scoring apparatus for writing short essay, which enables evaluation scoring of a writing essay by a computer on the Internet. Present assignments and evaluation items. The written essay written by the learner is evaluated in accordance with a plurality of methods linked to the evaluation item according to the proposed task and items, and the evaluation result is distributed to the scorer in charge of the learner's scoring by means of an e-mail or the like. The scorer adds the evaluation result to the server on the Internet, and the evaluation result is displayed to the learner so that it is easy to see the graph. The characteristic of the apparatus for evaluating the writing short essay of the present invention is (1) to divide the writing short essay into a plurality of fields such as composition, sanctions, expressions, and themes, and to evaluate each field according to the presence or absence of a designated keyword. And (2) to evaluate the individuality of the content according to the amount and scope of the unique vocabulary contained in the writing essay.

Writing essay, assessment scorer, learner, vocabulary, assessment

Description

Evaluation scoring device for writing papers {COMPOSITION EVALUATION DEVICE}

BACKGROUND OF THE INVENTION 1. Field of the Invention The present invention mainly relates to an apparatus for evaluating a writing essay written by a high school student from an elementary school student using a computer.

The evaluation of the conventional writing essay was based on the subjective judgment of the grader. Subjective but not subjective in itself is not a problem, as long as it is in line with what many people feel in common. The problem was that if an objection was required for evaluation, it would take a lot of time and effort, such as evaluating a plurality of scorers.

Currently, a new evaluation method performed in the United States is computer scoring. It is already used for grading reports for middle school students in the United States under the name e-rater (hereinafter referred to as e-rater).

 However, one of the problems of computer-based scoring is that if one tries to increase the accuracy of the evaluation, the computational power of the computer is required accordingly. Therefore, this evaluation method is not yet readily available to individuals at the PC level in the present state.

The second problem is that, because of the methodology of evaluating sentences from the varying features and extent of differences in the normative sentence family, they are good at evaluating ordinary sentences, but not at ordinary ones. Is still inadequate.

The following page introduces the current state of research in the US on sentence evaluation using a computer.

http // wvw.ets.org / research / dload / iaai03bursteinj_pdf

[Non-Patent Document 1] Criterion, SM: Online essay evaluaion: An application for automated evaluation of student essays. August 2003.

In the form of applying this American e-rater to Japanese sentences, attempts to automatically score small articles have been made in Japan.

Patent Document 1: Japanese Patent Application No. 2002-313004 "Sentence evaluation scoring apparatus, program, and storage medium"

The outline of this sentence evaluation scoring apparatus (hereinafter referred to as Jess (program name)) can be referred to by the following document written by the same author as the applicant.

http://www.rd.dnc.ac.jp/~tunenori/doc/jerater_ieice.pdf

Non-Patent Document 2: Automatic scoring system of Japanese short essay by computer

The whole body of this apparatus was developed independently from the movement in the United States from the beginning of the teaching start of the writing essay in the Japanese country of l983 in this classroom (Online writing classroom KOTOBANOMORI) It is an independent evaluation method. Therefore, the problem of using a computer aimed at reducing the burden on the teacher in writing essay evaluation is common to other automatic scoring attempts, but the method is large and different as described later.

Writing A short essay requires comprehensive Japanese proficiency such as kanji , reading comprehension, and expression. While the children's overall educational attainment and the age of the competition for examination are progressing at the same time, it is the pursuit of many people today to develop the ability to read and write the origin of education. However, the examination of writing essay for evaluating reading ability and writing ability is adopted by many university faculties in college entrance examination, but it is hard to say that it is still fully utilized at the stage of elementary and junior high school and high school. The biggest reason is that the criterion of evaluation which is a target of instruction is not established.

 An object of the present invention is to significantly reduce the effort of evaluating a writing essay and to make children enjoy writing by specifying a goal to write, so that learning of the writing essay is widely spread in the field of education.

This invention solves the said subject by internet and a computer.

The evaluation scoring apparatus for the writing short essay according to the present invention includes a student table that records a student who is a learner of the writing essay, a student table that records correspondence with the student's grade level and a lecturer in charge, a task table that records a task corresponding to the grade level, and an item corresponding to the grade level. And an item table which records the above keyword which can be evaluated by including a certain keyword in the writing short essay that achieves this item, and an evaluation table which records and accumulates the evaluation result,

The first evaluation means for evaluating the writing essay written by the student in accordance with the above-described task, by including the keyword that the item has been achieved, and the writing essay written by the student are unique. A second evaluation means for evaluating according to the amount of vocabulary, a means for e-mailing a student's writing short essay and its evaluation result to an instructor designated by the student table, and an evaluation result sent to the instructor. Means for further modifying and reflecting the result back to the evaluation table, and means for displaying the evaluation results from the evaluation table for easy viewing.

Moreover, in an example of the evaluation scoring apparatus of the writing short essay concerning this invention, the said 1st evaluation means,

As in the first year of elementary school and the third year of high school, the fields commonly evaluated in writing essays divided by age and grade are required to be divided into composition, sanctions, expressions, and themes. And an item table in which items of evaluation and keywords in each field are recorded, and means for evaluating a writing short essay by a prespecified item and word.

Moreover, in another example of the evaluation scoring apparatus of the writing short essay concerning this invention, the said 2nd evaluation means stores as an array the ordinary vocabulary which functions as a connection word in a sentence, such as a survey, an auxiliary verb, and a conjunction. From the plain-word vocabulary file and the writing input by the student, the uncommon vocabulary group stored in the plain-word vocabulary file is deleted in order, and newly arranged by partition symbols such as half-width spaces inserted into the deleted portion. A means for creating a vocabulary, an aggregate table for recording the unicode vocabulary extracted from the student's writing, and a means for counting the number of vocabulary, the number of occurrences, and the like from the unicodes recorded in the aggregate table, and displaying them as an evaluation of the content of the sentence. Equipped with.

In the present invention described above, the interrelationship between fields, items, keywords, and tasks is as follows. In the present invention, for example, the fields commonly evaluated in writing essay from the first grader to the third grader are regarded as the respective fields such as composition, sanctions, expressions, and themes. The items are further subdivided to map and evaluate each area. The student is pre-assigned items for that grade. Each item corresponds to a keyword, and the apparatus serving as an example of the present invention evaluates the writing short essay according to the presence or absence of the keyword. The instructor in charge of the item which a keyword does not correspond to is graded. In addition, independent of their items, students are assigned a problem corresponding to their grade level in advance. Therefore, the student writes a writing essay on the basis of the assignment designated on one side and on the item designated on the other side independently of the assignment.

The definition of a structure, a preparation, an expression, and a subject in an example of the evaluation scoring apparatus of the writing short essay concerning this invention are as follows.

 The structure is a relationship between a paragraph and another paragraph in a sentence, or a relationship between a paragraph and the whole, and is a phrase indicating the relationship. Examples of phrases include "the reason", "the cause" and "measures for this."

 Sanctions are concrete facts as examples in sentences and phrases indicating the facts. Examples of phrases include "in my experience," "old stories," and "data."

Expression is the study which shows the fact or opinion in a sentence more abundantly, and is a phrase which shows the study. As an example of a phrase, … Such as (eg), "proverbs", "according to sayings", etc.

 A subject is an impression and an opinion used as a viewpoint, a feeling, and a thinking method of an object in a sentence, and are the phrases which express that impression or opinion. Examples of phrases include "thinking," "knowing," and "obvious understanding."

The definition of "content" in another example of the evaluation scoring apparatus of the writing short essay concerning the present invention is as follows. In the example of the evaluation scoring apparatus for the writing short essay concerning the present invention, the evaluation scoring apparatus for the writing short essay concerning the present invention is provided that the fields such as structure, sanctions, expressions, themes, and the like are mainly evaluated in a formal manner. "Content" in another example is an evaluation of individuality and creativity in terms of the content of the sentence. The evaluation of content is based on the entire sentence, not on specific phrases.

The effect of the present invention is that, firstly, since the evaluation items of the format side of the writing short essay are specified as keywords, a goal is created when the student writes a sentence, which is the motivation for continuing learning. For example, when a student writes a composition by a conventional method, the field in which the student can self-evaluate the writing is limited to the length of embroidery. In the case of writing a writing in which items and keywords are specified, the student may self-evaluate whether the writing of the writing is possible even if a single item is possible. The fact that there are a plurality of objectives that can be evaluated leads to a sense of goal before writing and a sense of achievement after writing.

Second, the effect of the present invention is that since the evaluation of the contents of the writing essay is variously specified in the Unix vocabulary, the writer can make an effort to write a better sentence based on the given evaluation. It is not a technique of remnantism, but rather a full-fledged effort to increase reading volume or to study new ways of expression. In addition, efforts to add diversity of vocabulary lead to efforts to apply examples more creatively and to study creative ways of expression more creatively, which is consistent with the human nature of making creative joy.

Third, the effect of the present invention is that the writing can be evaluated at high speed with very little computational power. There are many programs that evaluate sentences, ranging from thousands to tens of thousands of lines, but the program of this device includes only 800 lines, including a dictionary of vocabulary. This lightweight program makes it possible for a student to self-evaluate his / her writing essay frequently using the Internet. By learning with objective goals and learning with self-evaluation, the effort of the writer itself is immediately reflected in the assessment, giving the writer a subjective enjoyment, such as participating in sports or games. If the enjoyment of subjective participation can be shared among plural human beings, it can produce something like a writing culture. Considering that writing culture spreads to reading culture and thinking culture in its nature, it is thought that fostering writing culture in today's society has great significance.

 Since the present invention is intended for digitized writing short essay, the present invention is mainly used when evaluating a sentence of a student who can input a writing short essay into a PC. However, since the common vocabulary required for scoring of the third invention is about 900 kinds of limited vocabularies (FIG. 9) centering on hiragana and simple kanji, the handwritten characters can be read with considerable precision even at the level of the current optical character reading apparatus. I think I can. In addition, it is not necessary to recognize the vocabulary itself with respect to the remaining uncommon vocabulary from which the ordinary vocabulary has been deleted, and since similar vocabulary is collected as an image, this is also considered to be possible to sufficiently aggregate at the level of the current optical character reader. . As a result, evaluating and scoring the handwritten essay by using the apparatus and the scanner is considered as a future prospect.

 Moreover, in another example of the evaluation scoring apparatus of the composition short essay concerning the present invention, from the method characteristic of counting the remainder which extracted the ordinary vocabulary, even the foreign languages other than Japanese are easily scored automatically corresponding to each language. Can make it possible to make the device.

1 is a view showing the overall flow.

2 is a part of the task table.

3 is part of an item table. (Sec 1-sec 4)

4 is part of an item table. (5 seconds out of 2)

5 is part of an item table. (Medium 3 to high 3)

6 is a diagram showing a form in which a student sends a writing essay.

7 is a diagram showing that a writing essay is evaluated by the remaining keywords transmitted.

8 is a diagram showing that the results of the evaluation are displayed on the Internet.

9 is a view showing a list (part) of ordinary words.

10 is a diagram showing an original sentence temporarily created to show the flow of evaluation of the third invention.

FIG. 11 is a diagram illustrating a common vocabulary except for the sentence of FIG. 10.

FIG. 12 is a diagram illustrating storing the uni-words extracted from the sentences of FIG. 10 in the temporal table in the order of extraction.

FIG. 13 is a diagram illustrating storing the uni-word vocabulary extracted from the sentence of FIG. 10 in the temporal table in the order of appearance.

FIG. 14 is a diagram illustrating an image of a result of evaluation based on the aggregated UNIV Vocabulary. FIG.

Fig. 15 shows a table comparing scoring results of e-rater, Jess, and the third invention of the present invention based on sample sentences of e-rater.

Fig. 16 is a graph showing a comparison of scoring results of e-rater, Jess, and the third apparatus of the present invention based on sample sentences of e-rater.

Fig. 17 is a diagram showing a graph in which scorings of a plurality of scorers in the present classroom are compared with scorings of the present apparatus.

18 is a table comparing the scoring of the plurality of scorers in the present classroom with the scoring of the present apparatus.

19 is a diagram illustrating an example of a sample sentence in English for comparison.

20 is a table from which a strong vocabulary (thinking vocabulary) is extracted.

21 is a table from which a material vocabulary (ordinary vocabulary) which is the opposite of the Unix vocabulary is extracted.

22 is a table from which the weight vocabulary is extracted.

Fig. 23 is a table showing the evaluation of seven samples of A to G in English together.

24 is an analysis graph showing data about Sample B for each vocabulary.

FIG. 25 is a graph for briefly viewing the analysis graph of FIG. 24.

It is a figure which shows the evaluation result about seven samples of English A-G by the apparatus which evaluates the writing short essay of this invention.

Fig. 27 is a scoring system for evaluating the writing essay of the present invention as described above, in which a broken line evaluated by the e-rater for seven samples of English A to G, and a translation of seven samples of English A to G in Japanese. And the parallel lines which were evaluated by both Jess and Jess.

The flow which shows the whole of this invention schematically is based on the following step, as shown in FIG.

First, the student starts by connecting to the Internet.

(1) The student enters a username. The place to input is a form displayed in a browser on the Internet.

(2) Student table acquires data of grade and student lecturer of student corresponding to user name and calls corresponding task, item, lecturer email address in charge.

(3) The task table calls the task corresponding to the grade.

(4) The item table calls the items and keywords corresponding to the grade.

(5) The called task, item, and keyword are displayed in a browser on the Internet.

(6) The student inputs and writes a writing essay according to the assignment, the item, and the keyword displayed. The input place is a form displayed in a browser on the Internet.

(7) The written short essay is evaluated and scored according to the presence or absence of the keyword acquired from the item table.

(8) The results scored by the keyword are stored in the evaluation table.

(9) Subsequently, the written writing short essay calls for means for evaluating with a universal vocabulary.

(10) The evaluating means obtains the ordinary vocabulary from the ordinary vocabulary file, extracts the generic vocabulary from the sent writing short essay, and performs evaluation scoring.

(11) The result of evaluation and scoring by the extraction of the unicode is accumulated in the aggregate table.

(12) The evaluation scoring results processed in the aggregate table are stored in the evaluation table.

(13) A writing short essay with two evaluations, the result of the evaluation graded according to the presence or absence of the keyword and the result of the evaluation graded by the number of unique vocabularies, is sent to the lecturer in charge by mail.

(14) The instructor checks the evaluation scoring results, adds criticism, and prepares the final evaluation data.

(15) The instructor inputs and transmits evaluation data from the Internet.

(16) The sent evaluation data is stored in the evaluation table.

(17) The evaluation data stored in the evaluation table is processed into graphs and displayed to the student.

The details of the program evaluated by the presence or absence of a keyword are as follows.

First, we create task table which decided task of writing essay corresponding to grade from first grader to third grader. (Figure 2)

 In addition, writing essay is divided into common evaluation fields (constitution, sanctions, expressions, themes, etc.) throughout the school year, and an item table in which items and keywords targeted for evaluation are determined in each field is made. (FIG. 3, 4, 5)

 Next, the writing essay written by the student according to the grade level is evaluated by whether or not the keyword of the item corresponding to the grade level is included.

The concrete method of evaluation with or without a keyword is as follows. First, using the database, information about grades for each student is put in a student table and linked to an item table containing items and keywords corresponding to grades. Both tables are connected to the transmission form of the writing essay via the Internet. 6 is an image of a transmission form.

When a student sends a writing essay on the Internet, a group of keywords for each item in the item table corresponding to the student's grade level is called. The item table evaluates the presence or absence of a keyword in the composition from the composition, displays a portion matching the keyword group in color, and gives an evaluation of? In the field.

 Referring to Fig. 7, "In the story heard by mom..." … Because "listening" of "is equivalent to" previous story, story that we heard "that is item of material, ◎ is attached to sanction. Again, "just like one of selfish people...." … "Machi" and "same" in "" correspond to "machi" which is an item of expression, so ◎ is attached to the expression. In addition, "… … We knew that we should increase friend more. … "I knew that the child's play is changing." Since "know" corresponds to the topic "knowing", the subject is marked with ◎.

Some items are difficult to score by whether or not they match the keyword. These evaluations are pending, and are sent by email to a grader (teacher) by a person through a student table that records student and teacher correspondence.

The final evaluation data checked by the instructor and added criticism is accumulated in the evaluation table from a transmission form on the Internet.

 Students can view their writing and evaluation results added by the instructor on the Internet along with comparison graphs of students of the same grade. 8 is an image when a student's evaluation result is displayed.

Whether or not there is a keyword for each item, whether or not it is in a certain format is to evaluate a part of the ability to write a composition, and not to evaluate the whole including the contents of the composition. It is, for example, in the form of 575 in volleyball (俳 旬; inherent short form time in Japanese, 5, 7, 5, 3 syllables and 17 syllables), and in the Japanese language; (I) A word that must be inserted in order to show the sense of seasons, etc., prescribes the formal conditions of volleyball, and is similar to not evaluating the contents of volleyball. However, because of the formality, if the student can understand the objectives of the evaluation and the instruction, the sense of accomplishing the goal other than the completion of the sentence can be felt when the writing essay is finished. This is a great factor for students to be motivated for a long time in learning, which is apt to be boring to write a writing essay.

The detail of the Example of the means for making evaluation by a UNIVERSAL vocabulary is as follows.

As described above, evaluating the presence or absence of a keyword for each item is mainly a formal aspect of a writing short essay.

 On the other hand, with regard to the content of the writing essay, the means for evaluating the unwritten vocabulary is evaluated by the number of unic words in the sentence and the number of occurrences.

One of the evaluations in the content of the sentence is one having personality. Having personality means that the writing essay is creative and that the sentence can add a new perspective or a new way of expression to the world. Individuality and creativity are connected to the enjoyment of writing and to the pleasure of writing. The means for evaluating with a universal vocabulary is to evaluate the individuality and creativity of a sentence by a computer.

In the writing short essay, how many unique vocabulary words are used in a certain number of characters is highly correlated with individuality and creativity in the content of the sentence. It is as if we can assume that in our daily conversation, people who are rich in topics (words) and vocabulary (expressions) are telling stories that are more interesting than those who lack topics or words.

The Unix vocabulary is extracted as follows. First, create a plain vocabulary file that gathers plain vocabulary. Ordinary vocabulary is an investigation, a modal verb, an adverb, a delinquent, or a conjunction that fulfills the role of connecting phrases and phrases within a sentence, such as "and, much, is, and is". These vocabularies can be stored in small files because they are extremely limited compared to the variety of nouns and verbs. 9 is a part of the common vocabulary. And this apparatus uses the morphological analysis software called KAKASI (kanji to kana conversion program) inside as a means to float a sentence in order to extract a vocabulary.

 Next, the vocabulary in the transmitted sentence (FIG. 10) is compared with the vocabulary group of the ordinary vocabulary file, and the matched vocabulary is deleted from the present sentence, and half-width spaces are inserted in the deleted portion as a new delimiter. In this case, if the shortest character is replaced first, the longer one is not replaced correctly. 11 shows the result after all ordinary words are replaced with half-width spaces.

If a sentence in which all ordinary words are replaced with a delimiter such as a half-width space is partitioned into a delimiter of the half-width space and arranged in this manner, an arrangement of uncommon vocabulary (words other than ordinary fishermen) can be obtained.

If the unified vocabulary array is stored in a database aggregate table and the vocabulary is aggregated for each type of vocabulary, the number of uncommon vocabularies and the number of occurrences of the vocabulary are calculated. However, as the embroidery of a sentence becomes longer, the kind of uncommon vocabulary tends to be felt. For example, it is possible to describe a 50-character sentence without using the same vocabulary only once, but it is impossible to describe a 1200-character sentence without using the same vocabulary only once. Therefore, the adjustment ratio according to the embroidery of the sentence is set so that the long sentence and the short sentence can be compared in the same column.

FIG. 12 illustrates that the unicode vocabulary is stored in a temporary table called a temporal table in the order of extraction.

Fig. 13 shows the unified vocabulary in the order of appearance and stored in another temporal table.

 Fig. 14 is an image when the evaluation result of the sentence is displayed as compared with the universal vocabulary of other sentences accumulated up to that time in the tally table. In this figure, in order to evaluate different grades from elementary school students to high school students on the same basis, the difference between the fact statement and the opinion statement, and the ratio of the ratio of Chinese characters is also included in the evaluation.

 The outline of the flow of the program from the extraction of the unicode to the storage in the aggregate table is as follows. (Your programming language is PHP)

// array of common vocabulary

$ ordinary = array (and, however,…);

// replace normal vocabulary in sentence with half space in order

// Separate half space to create an array of UniD vocabulary

// store the extracted unicodes in order in the database

 One of the studies of the means for evaluating by the UNIVO vocabulary is not to extract the UNIVO vocabulary from the beginning, but to look at the UNIVO vocabulary except for the ordinary vocabulary. In any language, there are a large number of unique vocabulary and a limited number of ordinary vocabulary. By taking a method of eliminating a limited number of ordinary vocabularies to estimate the uncommon vocabulary, it is possible for a computer to perform a high speed calculation with a small amount of computing power resources.

The result of evaluating the amount of the Unix vocabulary by means for evaluating the Unix vocabulary is compared with the evaluations performed by e-rater and Jess. Jess displays the result of evaluating the English sentence, which is an e-rater evaluation sample, in Japanese by the author of Jess, and evaluating the Japanese sentence in Jess. In this apparatus, an English sentence which is a sample of an e-rater is translated into Japanese by Excite's web translation, and the Japanese sentence is evaluated on this apparatus.

 The table in FIG. 15 compares the scoring results of e-rater and Jess with the present apparatus (means for evaluating by a universal vocabulary). In Jess, around 10 is set to the perfect score, but in this apparatus, around 100 is set to the perfect score. It is the graph of FIG. 16 that the numerical value of this apparatus was displayed as 1/10 for the comparison in graph.

 While e-rater and Jess evaluate the non-triviality of sentences based on many criteria, mainly by deduction method, the device is based on a single criterion that has a lot of unique vocabulary. It evaluates mainly by the additive method. Despite the differences in the evaluation methods, one of the reasons that Jess and the graph of the apparatus are roughly the same is that the difference in scores between the sentences in the sample is large, but even considering that, It indicates that the evaluation is reasonable compared to other evaluations.

17 and 18 are comparisons of the results of scoring a writing short essay written by a student from the fourth grader to the third grader of the present classroom using a plurality of graders in the present classroom and the present apparatus. All scores were converted to one hundred perfect scores. The central evaluation is based on the number of Uni- vocabulary words, but the following evaluations are also included because it is necessary to mark sentences of different grades from elementary school students to high school students on the same basis. First, since fact-oriented sentences can be used more easily than opinion-oriented sentences, sentences with a lot of vocabulary (thinking vocabulary) that are frequently used in opinion sentences are evaluated.

 On the other hand, sentences with many hiragana characters are easier to write than sentences with many kanji. Therefore, sentences with a large proportion of Chinese characters (strings of more than two characters) in the uni- lingual vocabulary are evaluated.

 However, in writing essays of junior high school students and above, differences due to the number of thinking vocabulary and the number of Chinese characters can be disregarded, and therefore, an upper limit is added to each evaluation. In sentences above junior high school students, most of them exceed this upper limit, so the evaluation is roughly determined according to the number of Uni-words.

 Samples and evaluations of these writing essays are published on the following pages.

Sample (http://www.mori7.net/patent/bm/sample.php)

The present invention is also applicable to languages other than Japanese, with reference to FIGS. 19 to 27. As an example of a language other than Japanese, English was selected as an example, and in Japanese, the upper limit of the embroidery to be evaluated was 1200 characters. In addition, these upper limits are only numbers selected for convenience, and of course, the evaluator can select any number.

Next, an ordinary vocabulary table and an accident vocabulary table are prepared as table data for evaluation. The common vocabulary extracts "and, there, you", etc., based on the common vocabulary of Japanese, and makes the other vocabulary the unix vocabulary. The thinking vocabulary is based on the Japanese thinking vocabulary and extracts "but, think, therefore". In the case of English, two or more Chinese characters were three times as many words as six or more letters. After preparing such an English version, the samples such as those performed by e-rater were independently evaluated. The result of evaluation is as follows.

 First, FIG. 19 shows an example of a sample sentence for comparison, and FIG. 20 is a table in which a strong vocabulary (thinking vocabulary) is extracted, and FIG. 21 is a table in which a material vocabulary (ordinary vocabulary) which is the opposite of the Unix vocabulary is extracted. It is a table from which the 22-valent weight vocabulary is extracted. When these extraction work was performed, evaluation work can be performed by processing data according to the step shown in FIG.

Fig. 23 shows the evaluation of seven samples of A to G in English. FIG. 24 is an analysis graph showing data for Sample B for each vocabulary, and FIG. 25 is a graph for simply viewing the analysis graph. In Fig. 25, originally, necessary coloring is performed, and studies have been made to visually judge the good points and the bad points of the evaluation target.

FIG. 26 is a diagram showing evaluation results of seven samples of A to G in English as an apparatus for evaluating a writing short essay according to the present invention. As shown in FIG. 26, data of relatively high scores in Sample C and Sample F are shown. Although is obtained, it can be seen that data of a relatively low point is obtained in Sample D. Fig. 27 is an evaluation scoring apparatus for writing essay according to the present invention, in which a broken line evaluated by e-rater for seven samples of English A to G and translation of seven samples of English A to G in Japanese are described. And the parallel lines which were evaluated by both Jess and Jess. As shown in Fig. 26 and Fig. 27, the results of evaluating the seven samples of A to G in English by the apparatus for evaluating the writing short essay of the present invention are e- Compared with the broken line evaluated by the rater, relatively high score data is obtained from the sample C and the sample F, and relatively low point data is obtained from the sample D, which is very similar and shows a very high correlation. In addition, even if the evaluation of the seventh sample of English A to G in Japanese was evaluated by both of the above-described evaluation scoring apparatus and Jess of the composition short essay of the present invention, it was found that the relationship between the two was extremely high. It is demonstrated that the apparatus for evaluating the writing short essay of the present invention functions as a multilingual.

 Incidentally, in the above-described embodiments, examples of Japanese and English have been shown as examples of multiple languages, but the present invention is not limited thereto, and other languages can be evaluated.

As described above, according to the present invention, it is possible to greatly reduce the effort of evaluating the writing essay and to enjoy the pleasure of writing by specifying a goal to be written in children, thereby spreading the learning of the writing essay widely in the field of education. You can get a great effect.

Claims (7)

As a device for evaluating writing papers, Student table which recorded student which was learner of writing short essay, student grade and correspondence with charge lecturer, The assignment table which recorded the problem corresponding to the school year, An item table that records the items corresponding to the grade level and the above-mentioned keywords that can be evaluated by including a certain keyword in the writing short essay that achieved this item; An evaluation table for recording and accumulating the evaluation results, First evaluation means for evaluating a writing essay written by a student in accordance with the above-described task by including the keyword to achieve the item; Second evaluation means for evaluating a writing essay written by a student according to the amount of unique vocabulary constituting the sentence; Means for sending the student's writing essay and its evaluation results by e-mail to the instructor designated by the student table; Means for the teacher to further revise the evaluation results sent to the instructor and reflect them on the evaluation table; Having means for displaying the results of the evaluation from the evaluation table by graphing A device for evaluating writing papers. The method of claim 1, The first evaluation means, In the composition essay divided by age or grade, the fields commonly evaluated are divided into composition, sanctions, expressions, themes, etc., and have an item table that records the items and keywords of evaluation in each field. An apparatus for evaluating a writing short essay, characterized by having a means for evaluating the writing essay based on a predetermined item and a keyword. The method of claim 1, The second evaluation means, The common vocabulary file stored as an array of ordinary vocabulary functions as a connection word in sentences such as surveys, modal verbs, and conjunctions, and the common vocabulary groups stored in the ordinary vocabulary file are deleted in order from the student input. A means for creating a new vocabulary newly arranged by a delimiter such as a half-width space inserted into a portion, an aggregate table for recording the unction vocabulary extracted from the student's writing, An apparatus for evaluating a writing short essay, comprising means for counting the number of vocabularies, the number of occurrences, and the like, and displaying them as an evaluation of the content of a sentence from the unique vocabulary recorded in the counting table. The method of claim 1, An apparatus for evaluating a writing short essay characterized by changing the embroidery to be evaluated according to the language of the writing essay to be evaluated. The method of claim 1, An apparatus for evaluating a writing essay, which is changed according to the language of a writing essay for evaluating a rule of a word which is a heavy vocabulary. As a method of scoring a writing essay, The student table that records the correspondence between the student who is a learner of the writing essay and the student's grade level and the instructor, the task table that records the grade level assignment, the item corresponding to the grade level, and the achievement of this item is a certain keyword in the writing essay. Setting an item table which records the keyword which can be evaluated by including a and an evaluation table which records and accumulates the evaluation result,  The writing essay written by the student in accordance with the above-described assignment is evaluated by including the keyword that the item is achieved.  The writing essay written by the student is evaluated according to the amount of unique vocabulary that composes the sentence, To send the student's writing essay and its evaluation results to the lecturer specified by the student table. How to rate a writing essay. The method of claim 6, And the evaluation result sent to the instructor is further corrected by the instructor, reflected again in the evaluation table, and displayed by graphing the evaluation result from the evaluation table.

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