Research

ReCo is utterly dedicated to science. There’s also happening quite some research around ReCo.

How to Cite

If you want to cite ReCo’s method, please refer to the following paper:

Zehner, F., Sälzer, C., & Goldhammer, F. (2016). Automatic Coding of Short Text Responses via Clustering in Educational Assessment. Educational and Psychological Measurement, 76(2), 280–303. doi: 10.1177/0013164415590022

If you want to cite the ReCo shiny app, please refer to the following paper, which includes a detailed description:

Andersen, N., & Zehner, F. (2021). shinyReCoR: A Shiny Application for Automatically Coding Text Responses Using R. Psych, 3(3), 422–446. doi: 10.3390/psych3030030

Further Papers

  • Zesch, T., Horbach, A., & Zehner, F. (2023). To Score or Not to Score: Factors Influencing Performance and Feasibility of Automatic Content Scoring of Text Responses. Educational Measurement: Issues and Practice, 42, 44–58. doi: 10.1111/emip.12544
  • Andersen, N., Goldhammer, F., & Zehner, F. (2022). Semi-automatic coding of open-ended text responses in large-scale assessments. Journal of Computer Assisted Learning, 1–14. doi: 10.1111/jcal.12717
  • Zehner, F., & Andersen, N. (2020). ReCo: Textantworten automatisch auswerten. Zeitschrift für Soziologie der Erziehung und Sozialisation, 40(3), 351–357.
  • Zehner, F., Kroehne, U., Hahnel, C., & Goldhammer, F. (2020). PISA Reading: Mode Effects Unveiled in Text Responses. Psychological Test and Assessment Modeling, 62, 55–75. [available online]
  • Zehner, F. (2019). Künstliche Intelligenz: Ihr Potenzial und der Mythos des Lehrkraft-Bots. Schulmanagement-Handbuch, 169(38), 6–30.
  • Zehner, F. (2019). Künstliche Intelligenz in der Bildung: Ihr Potenzial und der Mythos des Lehrkraftroboters. schulmanagement, 2(50), 8–12.
  • Zehner, F., Goldhammer, F., Lubaway, E., & Sälzer, C. (2019). Unattended consequences: How text responses alter alongside PISA’s mode change from 2012 to 2015. Education Inquiry, 10(1), 34–55. doi: 10.1080/20004508.2018.1518080
  • Zehner, F., Goldhammer, F., & Sälzer, C. (2018). Automatically analyzing text responses for exploring gender-specific cognitions in PISA reading. Large-scale Assessments in Education, 6:7. doi: 10.1186/s40536-018-0060-3
  • Zehner, F. (2016). Automatic processing of text responses in large-scale assessments (Dissertation). Technische Universität München, München. doi: 10.13140/RG.2.2.26846.84800
  • Zehner, F., Sälzer, C., & Goldhammer, F. (2016). Automatic coding of short text responses via clustering in educational assessment. Educational and Psychological Measurement, 76(2), 280–303. doi: 10.1177/0013164415590022
  • Zehner, F., Goldhammer, F., & Sälzer, C. (2015). Using and improving coding guides for and by automatic coding of PISA short text responses. In Proceedings of the IEEE ICDM Workshop on Data Mining for Educational Assessment and Feedback (ASSESS 2015), Atlantic City. doi: 10.1109/icdmw.2015.189

Header Media Credits:  Zehner, F., Sälzer, C., & Goldhammer, F. (2016). Automatic Coding of Short Text Responses via Clustering in Educational Assessment. Educational and Psychological Measurement, 76(2), 280-303. doi: 10.1177/0013164415590022