20191114124157mis201_assignment1_1_.docx - Management Information System MIS 201 Assignment 1 Course MIS 201 Student name Helah Alassem Academic Year

20191114124157mis201_assignment1_1_.docx - Management...

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Management Information System MIS 201 Assignment - 1 Course: MIS 201 Student name: Helah Alassem Academic Year: 1441 Students number: 170241654 Semester: 1st student grade: (out of 6) Section: InstructorName: Signature Dr.Gokulkumari Govindasamy Level of the Mark: Level
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Management Information System MIS 201 Semester 1 (2019-2020) Assignment Details Prepare an in-depth analysis of four case studies during the semester. Here are some guidelines: This is an individual assessment, which is a part of your course score. It requires effort and critical thinking Answer all the questions listed below the case. The ‘answers’ to the questions are best formulated by reviewing the case and the reading materials up and including the current week in the course. The questions are worded to help you apply the readings to the case, so don’t limit yourself to the case’s terminology and perspective. The best analysis will abstract the case content by applying the reading materials to draw broader lessons about the material Submission Due Time Assignment 1 (Case 1 & 2) Week6 Case Study 1: Should a Computer Grade Your Essays? Would you like your college essays graded by a computer? Well, you just might find that happening in your next course. In April 2013, EdX, a Harvard/MIT joint venture to develop massively open online courses (MOOCs), launched an essay-scoring program. Using artificial intelligence technology, essays and short answers are immediately scored and feedback tendered, allowing students to revise, resubmit, and improve their grade as many times as necessary. The non-profit organization is offering the software free to any institution that wants to use it. From a pedagogical standpoint—if the guidance is sound— immediate feedback and the ability to directly act on it is an optimal learning environment. But while proponents trumpet automated essay grading's superiority to students waiting days or weeks for returned papers— which they may or may not have the opportunity to revise—as well as the time-saving benefit for instructors, critics doubt that humans can be replaced. In 2012, Les Perelman, the former director of writing at MIT, countered a paper touting the proficiency of automated essay scoring (AES) software. University of Akron College of Education dean, Mark Shermis, and co-author, data scientist Ben Hamner used AES programs from nine companies, including Pearson
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and McGraw-Hill, to rescore over 16,000 middle and high school essays from six different state standardized tests. Their Hewlett Foundation sponsored study found that machine scoring closely tracked human grading, and in some cases, produced a more accurate grade. Perelman, however, found that no direct statistical comparison between the human graders and the programs was performed. While Shermis concedes that regression analysis was not performed—because the software companies imposed this condition in order to allow him and Hamner to test their products—he unsurprisingly accuses Perelman of evaluating their work without performing research of his own.
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