# Annotating Student Talk in Text-based Classroom Discussions

arXiv: https://arxiv.org/abs/1909.03023 · HTML: https://mlsanity.com/paper/1909.03023/

## Key facts

- Cited by 4 papers in the map (data through 14 Oct 2026).
- First posted on arXiv 6 Sep 2019.

## Built on by (most cited first, 4 of 4)

- [Text mining in education](https://mlsanity.com/paper/2403.00769/) (2024)
- [Analyzing Large Language Models for Classroom Discussion Assessment](https://mlsanity.com/paper/2406.08680/) (2024)
- [Discussion Tracker: Supporting Teacher Learning about Students' Collaborative Argumentation in High School Classrooms](https://mlsanity.com/paper/2102.10293/) (2021)
- ["Sharks are not the threat humans are": Argument Component Segmentation in School Student Essays](https://mlsanity.com/paper/2103.04518/) (2021)

## Abstract (arXiv)

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.