ABSTRACT

In this article, we examine the sociopolitical implications of AI technologies as they are integrated into writing instruction and assessment. Drawing from new materialist and Black feminist thought, we consider how learning analytics platforms for writing are animated by and through entanglements of algorithmic reasoning, state standards and assessments, embodied literacy practices, and sociopolitical relations. We do a close reading of research and development documents associated with Essay Helper, a machine learning platform that provides formative feedback on student writing based on standards-aligned rubrics and training data. In particular, we consider the performative acts of the algorithm in the Essay Helper platform – both in the ways that reconstitutes material-discursive relations of difference, and its implications for transactions of teaching and learning. We argue that, through these processes, the algorithms function as racializing assemblages, and conclude by suggesting pathways toward alternative futures that reconfigure the sociopolitical relations the platform inherits.

摘要

在本文中，我们研究了将AI技术集成到写作指导和评估中的社会政治意义。借鉴新的唯物主义和布莱克女权思想，我们考虑如何通过算法推理，国家标准和评估，具体的识字实践以及社会政治关系的纠缠来激发学习写作分析平台的活力。我们仔细阅读了与Essay Helper相关的研究和开发文档，Essay Helper是一个机器学习平台，它基于标准对齐的标题和培训数据，为学生的写作提供了形成性的反馈。特别是，我们在Essay Helper中考虑了算法的执行行为平台–既以重构差异的物质－讨论关系的方式，又以其对教学交易的影响为基础。我们认为，通过这些过程，算法可以起到种族组合的作用，并通过建议通往替代未来的途径进行总结，从而重新构造平台所继承的社会政治关系。