Course Name: MIS 201

Case 1: Should a Computer

Grade Your Essays?
PREPARED BY STUDENT:
ID:
1)Identify the kinds of systems
described in this case.
 1) The case study contains a wide range of different platforms in its details and
functions for classifying college articles. According to the presented case study,
the first system that was introduced is the development of open online training
courses (MOOCs) through EdX. The system developed by the company is
through the examination of articles and the re-work of their notes by students. The
article also touched on another type of system, which is the automatic article
registration software (AES), which was created by a different group of companies,
developed and worked on, and which met a wide range of objections. It also
monitored the case study presented.
1)Identify the kinds of systems
described in this case.
 Among the systems that the case study has also
presented is the ETS service, which is based on a set of
other features and software. First, it examined the
grammatical review and the general form of the letter or
study through specialized software (such as PEG). As
for analyzing the basic components within the letter
itself, it is through other software (such as IEA). Finally,
the system for testing multiple tests (Rater) was adopted,
which was adopted in a wide range of different tests
2)What are the benefits of automated
essay grading?
 The systems presented in the case study allow for clear communication with the
student. This system also helps in self-evaluation or peer evaluation, this makes
students aware of the evaluation processes and procedures, which enhances their
levels of cognitive awareness, and improve their ability to evaluate their own work.
 This can result in more enriching student feedback, giving them a clearer idea of
where they are today in their learning career. The diversity of systems and their use by
large universities help students build expertise in the field of evaluation through their
participation in dialogue sessions that use scientific terms related to the evaluation
process and building standards. This software also greatly helps the evaluators in
interpreting and classifying students' work and performance. It systematically
highlights gaps and weaknesses in students’ understanding of specific criteria, which
helps teachers, target these areas and bridge these gaps in understanding
What are the drawbacks?

 Maintaining the security of the test questions, students' answers and results are a
set of many steps. The test questions file and the correct answer to it should be
uploaded to a server other than the one used for electronic evaluation. Once the
test is completed, the test questions file is transferred from the evaluation server to
another server that does not allow access to the authorized ones. Finally, a false
test can be done and placed in a file on the evaluation server for camouflage.
Cheating from others and it occurs through the ability of students to cheat in the
case of electronic tests, to a greater extent, especially in the case of tests on the
online network
3) What management, organization, and technology
factor should be considered when deciding whether
to use AES?
 3) The management factor in considering the use of AES is the necessity to
adhere to the basic form of the method of answering the test in addition to using
higher-order thinking skills in administering the test very effectively. As for the
organization factor in the use of AES, it indicates the use of various synonyms in
addition to specific words and links that the program or system prefers to exist.
There is also the appropriate length for the article in question, but it cannot
distinguish some additional words. As for the technology factor, AES depends on
the presence of specific criteria in the answers given to it in terms of length, for
example, and the addition of some words and links, from which it calculates its
degrees.
References

 Camilleri, A. and Tannhäuser, A. (2013), "Assessment and Recognition of Open

Learning", Openness and Education (Advances in Digital Education and Lifelong
Learning, Vol. 1), Emerald Group Publishing Limited, pp. 85-118.
 Golub, K. (2006), "Automated subject classification of textual web documents",
Journal of Documentation, Vol. 62 No. 3, pp. 350-371.