John Warner over at Inside Higher Ed had yet another great colum. More States Adopt Robo-Grading. That’s Bananas. It’s regarding more places wanting to use algorithms to assess work. Seriously, go read it.
Grading by algorithm is stupid. Here’s the example of a computer generated paragraph that got perfect marks on the GRE essay algorithm given in the article:
“History by mimic has not, and presumably never will be precipitously but blithely ensconced. Society will always encompass imaginativeness; many of scrutinizations but a few for an amanuensis. The perjured imaginativeness lies in the area of theory of knowledge but also the field of literature. Instead of enthralling the analysis, grounds constitutes both a disparaging quip and a diligent explanation.”
Did that make sense? Nope.
What’s the point of essay writing? No seriously, what’s the point? It’s to train students to explain their point or argument in long form and back it up. From that they learn to tailor their writing to their reader, to structure an argument in a way that makes sense to others, and it helps them understand the purposes of supporting arguments. When you replace the reader with an algorithm that can’t assess the strength of an argument you change that. The reader is no longer a person, so they’re not learning how to write so a human can understand. The purpose of supportiong arguments never comes into it because the algorithm can’t tell the difference between a strong and weak argument, so the only thing they’re learning is how to structure their argument, except the reader is an algorithm, so they’re learning a single structure that “passes” the test.
If this is how they’re going to grade essays then there’s no reason to write essays.
Lets expand this. What’s the point of essay writing? To learn how write so a person will understand. If a person isn’t reading it, what’s the point?
What it does is make it easier to require teaching to a test, or in this case an algorithm. And once you’ve done that you can start removing anything that doesn’t help when being tested by that algorithim. Once that’s happened then there’s no real reason to teach the course at all, since no one learns anything important from it.
Something similar is happening in mathematics. Tests can’t determine if you followed the right procedure, only if you got the final answer right. So why bother teaching multiple methods of getting there? Besides that it helps give you a fuller understanding of mathematics and makes future math lessons easier. And for history why teach anything that won’t be a multiple choice question on the final test? Besides that by doing so you reduce history to a caricature that an unscrupulous rhetorician or politician can hang whatever they want on regardless of what the truth is.
I’m not saying this would lead to the downfall of mass education, but it would definitely contribute to it.