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and understand English much better than they used to do in normal classroom based study. Such kinds
of AEG systems are very useful mainly for non-English spoken students, better to say - students whose
mother tongue is not English. Normally found that English used by such students are influenced by local
languages. Use of a AEG system will not only help students to write better English essay, score better
in English and others subjects written in English.
1. IntroductIon
Furthermore essay grading is a time consuming
activity. It is found that about 30% of teachers'
time is devoted to marking. A system for auto-
mated assessment would at least be consistent in
the way it scores essays, and enormous cost and
time savings could be achieved if the system can
be shown to grade essays within the range of those
awarded by human assessor. Furthermore using
computers to increase our understanding of the
textual features and cognitive skills involved in
the creation and in the comprehension of written
texts, provide a number of benefits to the educa-
tional community.
Purpose of this paper is to present a new con-
cept over the existing ones, through which we can
overcome the problem of influence of local Indian
languages in English essays. The system can do
the grading of English essays as well as it can also
provide sufficient feedback so that the students/
user can understand what are the basic errors
(spelling, grammar, sentence formation etc.) made
by them and whether there essay is influenced
by local language or not and how to overcome
all these problems. The paper also discusses the
current approaches to the automated assessment
of essays (English Essays) and utilizes this as a
foundation for the new framework. Thus, in the
next section, research of some of the following
important automated grading systems will be
discussed: Project Essay Grade (PEG), Intelligent
Essay Assessor (IEA), Educational Testing ser-
vice I, Electronic Essay Rater (ERater), C-Rater,
BETSY, Intelligent Essay Marking System, SEAR,
Paperless School free text Marking Engine and
Automark. All these systems are currently avail-
able either as commercial systems or as the result
Evaluation and Grading considered playing a cen-
tral role in the educational process. The interest in
the development and in use of
Computer-based As-
sessment Systems
(CbAS) has grown exponentially
in the last few years, due both to the increase of the
number of students attending universities and to the
possibilities provided by e-learning approaches to
asynchronous and ubiquitous education. Presently
more than forty commercial CbAS are currently
available on the market. Most of those tools are
based on the use of the so-called objective-type
questions: i.e. multiple choice, multiple answer,
short answer, selection/association, hot spot and
visual identification. Most researchers in this field
agree on the notion that some aspects of complex
achievement are difficult to measure using objec-
tive-type questions. Learning outcomes implying
the ability to recall, organize and integrate ideas,
the ability to express oneself in writing and the
ability to supply merely than identify interpretation
and application of data, require less structuring
of response than that imposed by objective test
items (Gronlund, 1985). It is in the measurement
of such outcomes, corresponding to the higher
levels of the Bloom's (1956) taxonomy (namely
evaluation and synthesis) that the essay question
serves its most useful purpose. One of the dif-
ficulties of grading essays is the subjectivity, or
at least the perceived subjectivity, of the grading
process. Many researchers claim that the subjec-
tive nature of essay assessment leads to variation
in grades awarded by different human assessors,
which is perceived by students as a great source
of unfairness.
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