---
_id: '60472'
abstract:
- lang: ger
text: "Der Beitrag beschäftigt sich mit der didaktischen Modellierung automatisierten
adaptiven Feedbacks\r\nzu argumentativen Lerner*innentexten. An einem Korpus aus
diesen Texten wird gezeigt, wie adap-\r\ntives Feedback auf Grundlage einer Mehrebenenannotation,
einem mehrdimensionalen Qualitäts-\r\nrating und Varianzanalysen modelliert werden
kann. Im Beitrag wird zunächst ein Überblick über\r\ncomputergestützte Unterstützungssysteme
zum Argumentieren gegeben und anschließend die An-\r\nnotation und das Rating
des Korpus beleuchtet. Daran anknüpfend wird das Feedbackverständnis\r\ndargelegt,
das den Ausgangspunkt für die Modellierung des Feedbacks bildet. Die Ergebnisse
der\r\nVarianzanalysen zeigen exemplarisch, welche argumentativen Textstrukturen
typisch für eine be-\r\nstimmte Qualitätsstufe von Texten sind und indizieren
damit, ab welcher Qualitätsstufe zu welchen\r\nKategorien Feedback gegeben werden
sollte."
article_type: original
author:
- first_name: Sara
full_name: Rezat, Sara
id: '58338'
last_name: Rezat
- first_name: Sebastian
full_name: Kilsbach, Sebastian
id: '93839'
last_name: Kilsbach
- first_name: Rabia
full_name: Karabey, Rabia
id: '68179'
last_name: Karabey
- first_name: Nadine
full_name: Michel, Nadine
id: '47857'
last_name: Michel
- first_name: 'Maja '
full_name: 'Stahl, Maja '
last_name: Stahl
- first_name: 'Henning '
full_name: 'Wachsmuth, Henning '
last_name: Wachsmuth
citation:
ama: 'Rezat S, Kilsbach S, Karabey R, Michel N, Stahl M, Wachsmuth H. Didaktische
Modellierung automatisierten adaptiven Feedbacks zu argumentativen Lerner*innentexten.
Leseräume: Zeitschrift für Literalität in Schule und Forschung. 2025;11:1-15.
doi:https://leseräume.de/wp-content/uploads/2025/06/Rezat-et-al-2025-LR-JG12-H11.pdf'
apa: 'Rezat, S., Kilsbach, S., Karabey, R., Michel, N., Stahl, M., & Wachsmuth,
H. (2025). Didaktische Modellierung automatisierten adaptiven Feedbacks zu argumentativen
Lerner*innentexten. Leseräume: Zeitschrift für Literalität in Schule und Forschung,
11, 1–15. https://leseräume.de/wp-content/uploads/2025/06/Rezat-et-al-2025-LR-JG12-H11.pdf'
bibtex: '@article{Rezat_Kilsbach_Karabey_Michel_Stahl_Wachsmuth_2025, title={Didaktische
Modellierung automatisierten adaptiven Feedbacks zu argumentativen Lerner*innentexten},
volume={11}, DOI={https://leseräume.de/wp-content/uploads/2025/06/Rezat-et-al-2025-LR-JG12-H11.pdf},
journal={Leseräume: Zeitschrift für Literalität in Schule und Forschung}, author={Rezat,
Sara and Kilsbach, Sebastian and Karabey, Rabia and Michel, Nadine and Stahl,
Maja and Wachsmuth, Henning }, year={2025}, pages={1–15} }'
chicago: 'Rezat, Sara, Sebastian Kilsbach, Rabia Karabey, Nadine Michel, Maja Stahl,
and Henning Wachsmuth. “Didaktische Modellierung automatisierten adaptiven Feedbacks
zu argumentativen Lerner*innentexten.” Leseräume: Zeitschrift für Literalität
in Schule und Forschung 11 (2025): 1–15. https://leseräume.de/wp-content/uploads/2025/06/Rezat-et-al-2025-LR-JG12-H11.pdf.'
ieee: 'S. Rezat, S. Kilsbach, R. Karabey, N. Michel, M. Stahl, and H. Wachsmuth,
“Didaktische Modellierung automatisierten adaptiven Feedbacks zu argumentativen
Lerner*innentexten,” Leseräume: Zeitschrift für Literalität in Schule und Forschung,
vol. 11, pp. 1–15, 2025, doi: https://leseräume.de/wp-content/uploads/2025/06/Rezat-et-al-2025-LR-JG12-H11.pdf.'
mla: 'Rezat, Sara, et al. “Didaktische Modellierung automatisierten adaptiven Feedbacks
zu argumentativen Lerner*innentexten.” Leseräume: Zeitschrift für Literalität
in Schule und Forschung, vol. 11, 2025, pp. 1–15, doi:https://leseräume.de/wp-content/uploads/2025/06/Rezat-et-al-2025-LR-JG12-H11.pdf.'
short: 'S. Rezat, S. Kilsbach, R. Karabey, N. Michel, M. Stahl, H. Wachsmuth, Leseräume:
Zeitschrift für Literalität in Schule und Forschung 11 (2025) 1–15.'
date_created: 2025-06-30T15:23:45Z
date_updated: 2025-07-21T06:28:30Z
ddc:
- '410'
doi: https://leseräume.de/wp-content/uploads/2025/06/Rezat-et-al-2025-LR-JG12-H11.pdf
file:
- access_level: open_access
content_type: application/pdf
creator: nmichel
date_created: 2025-06-30T15:22:04Z
date_updated: 2025-06-30T15:22:04Z
file_id: '60473'
file_name: Rezat-et-al-2025-LR-JG12-H11.pdf
file_size: 1580626
relation: main_file
file_date_updated: 2025-06-30T15:22:04Z
funded_apc: '1'
has_accepted_license: '1'
intvolume: ' 11'
language:
- iso: ger
main_file_link:
- open_access: '1'
url: https://leseräume.de/wp-content/uploads/2025/06/Rezat-et-al-2025-LR-JG12-H11.pdfhttps://leseräume.de/wp-content/uploads/2025/06/Rezat-et-al-2025-LR-JG12-H11.pdf
oa: '1'
page: 1-15
publication: 'Leseräume: Zeitschrift für Literalität in Schule und Forschung'
publication_status: published
quality_controlled: '1'
status: public
title: Didaktische Modellierung automatisierten adaptiven Feedbacks zu argumentativen
Lerner*innentexten
type: journal_article
user_id: '58338'
volume: 11
year: '2025'
...
---
_id: '58895'
author:
- first_name: Sara
full_name: Rezat, Sara
id: '58338'
last_name: Rezat
- first_name: Sebastian
full_name: Kilsbach, Sebastian
id: '93839'
last_name: Kilsbach
- first_name: Nadine
full_name: Michel, Nadine
id: '47857'
last_name: Michel
- first_name: Rabia
full_name: Karabey, Rabia
id: '68179'
last_name: Karabey
- first_name: Maja
full_name: Stahl, Maja
last_name: Stahl
- first_name: 'Henning '
full_name: 'Wachsmuth, Henning '
last_name: Wachsmuth
citation:
ama: Rezat S, Kilsbach S, Michel N, Karabey R, Stahl M, Wachsmuth H. Mehrebenenannotation
argumentativer Lerner*innentexte für die automatische Textauswertung. Zeitschrift
für Angewandte Linguistik. 2025;(82):1-28. doi:https://doi.org/10.1515/zfal-2025-2003
apa: Rezat, S., Kilsbach, S., Michel, N., Karabey, R., Stahl, M., & Wachsmuth,
H. (2025). Mehrebenenannotation argumentativer Lerner*innentexte für die automatische
Textauswertung. Zeitschrift für Angewandte Linguistik, 82, 1–28.
https://doi.org/10.1515/zfal-2025-2003
bibtex: '@article{Rezat_Kilsbach_Michel_Karabey_Stahl_Wachsmuth_2025, title={Mehrebenenannotation
argumentativer Lerner*innentexte für die automatische Textauswertung}, DOI={https://doi.org/10.1515/zfal-2025-2003},
number={82}, journal={Zeitschrift für Angewandte Linguistik}, publisher={de Gruyter},
author={Rezat, Sara and Kilsbach, Sebastian and Michel, Nadine and Karabey, Rabia
and Stahl, Maja and Wachsmuth, Henning }, year={2025}, pages={1–28} }'
chicago: 'Rezat, Sara, Sebastian Kilsbach, Nadine Michel, Rabia Karabey, Maja Stahl,
and Henning Wachsmuth. “Mehrebenenannotation argumentativer Lerner*innentexte
für die automatische Textauswertung.” Zeitschrift für Angewandte Linguistik,
no. 82 (2025): 1–28. https://doi.org/10.1515/zfal-2025-2003.'
ieee: 'S. Rezat, S. Kilsbach, N. Michel, R. Karabey, M. Stahl, and H. Wachsmuth,
“Mehrebenenannotation argumentativer Lerner*innentexte für die automatische Textauswertung,”
Zeitschrift für Angewandte Linguistik, no. 82, pp. 1–28, 2025, doi: https://doi.org/10.1515/zfal-2025-2003.'
mla: Rezat, Sara, et al. “Mehrebenenannotation argumentativer Lerner*innentexte
für die automatische Textauswertung.” Zeitschrift für Angewandte Linguistik,
no. 82, de Gruyter, 2025, pp. 1–28, doi:https://doi.org/10.1515/zfal-2025-2003.
short: S. Rezat, S. Kilsbach, N. Michel, R. Karabey, M. Stahl, H. Wachsmuth, Zeitschrift
für Angewandte Linguistik (2025) 1–28.
date_created: 2025-03-04T08:33:55Z
date_updated: 2025-07-21T06:29:14Z
department:
- _id: '463'
doi: https://doi.org/10.1515/zfal-2025-2003
funded_apc: '1'
issue: '82'
language:
- iso: ger
page: 1-28
project:
- _id: '646'
grant_number: '453073654'
name: 'ArgSchool: Computergestütztes Lernen argumentativen Schreibens in der digitalen
Schulbildung (DFG)'
publication: Zeitschrift für Angewandte Linguistik
publication_status: published
publisher: de Gruyter
quality_controlled: '1'
status: public
title: Mehrebenenannotation argumentativer Lerner*innentexte für die automatische
Textauswertung
type: journal_article
user_id: '58338'
year: '2025'
...
---
_id: '54513'
abstract:
- lang: eng
text: Learning argumentative writing is challenging. Besides writing fundamentals
such as syntax and grammar, learners must select and arrange argument components
meaningfully to create high-quality essays. To support argumentative writing computationally,
one step is to mine the argumentative structure. When combined with automatic
essay scoring, interactions of the argumentative structure and quality scores
can be exploited for comprehensive writing support. Although studies have shown
the usefulness of using information about the argumentative structure for essay
scoring, no argument mining corpus with ground-truth essay quality annotations
has been published yet. Moreover, none of the existing corpora contain essays
written by school students specifically. To fill this research gap, we present
a German corpus of 1,320 essays from school students of two age groups. Each essay
has been manually annotated for argumentative structure and quality on multiple
levels of granularity. We propose baseline approaches to argument mining and essay
scoring, and we analyze interactions between both tasks, thereby laying the ground
for quality-oriented argumentative writing support.
author:
- first_name: Maja
full_name: Stahl, Maja
last_name: Stahl
- first_name: Nadine
full_name: Michel, Nadine
id: '47857'
last_name: Michel
- first_name: Sebastian
full_name: Kilsbach, Sebastian
last_name: Kilsbach
- first_name: 'Julian '
full_name: 'Schmidtke, Julian '
last_name: Schmidtke
- first_name: Sara
full_name: Rezat, Sara
last_name: Rezat
- first_name: Henning
full_name: Wachsmuth, Henning
last_name: Wachsmuth
citation:
ama: 'Stahl M, Michel N, Kilsbach S, Schmidtke J, Rezat S, Wachsmuth H. A School
Student Essay Corpus for Analyzing Interactions of Argumentative Structure and
Quality. In: ; 2024. doi:10.48550/arXiv.2404.02529'
apa: Stahl, M., Michel, N., Kilsbach, S., Schmidtke, J., Rezat, S., & Wachsmuth,
H. (2024). A School Student Essay Corpus for Analyzing Interactions of Argumentative
Structure and Quality. https://doi.org/10.48550/arXiv.2404.02529
bibtex: '@inproceedings{Stahl_Michel_Kilsbach_Schmidtke_Rezat_Wachsmuth_2024, title={A
School Student Essay Corpus for Analyzing Interactions of Argumentative Structure
and Quality}, DOI={10.48550/arXiv.2404.02529},
author={Stahl, Maja and Michel, Nadine and Kilsbach, Sebastian and Schmidtke,
Julian and Rezat, Sara and Wachsmuth, Henning}, year={2024} }'
chicago: Stahl, Maja, Nadine Michel, Sebastian Kilsbach, Julian Schmidtke, Sara
Rezat, and Henning Wachsmuth. “A School Student Essay Corpus for Analyzing Interactions
of Argumentative Structure and Quality,” 2024. https://doi.org/10.48550/arXiv.2404.02529.
ieee: 'M. Stahl, N. Michel, S. Kilsbach, J. Schmidtke, S. Rezat, and H. Wachsmuth,
“A School Student Essay Corpus for Analyzing Interactions of Argumentative Structure
and Quality,” 2024, doi: 10.48550/arXiv.2404.02529.'
mla: Stahl, Maja, et al. A School Student Essay Corpus for Analyzing Interactions
of Argumentative Structure and Quality. 2024, doi:10.48550/arXiv.2404.02529.
short: 'M. Stahl, N. Michel, S. Kilsbach, J. Schmidtke, S. Rezat, H. Wachsmuth,
in: 2024.'
date_created: 2024-05-29T12:11:43Z
date_updated: 2024-05-29T12:18:44Z
doi: 10.48550/arXiv.2404.02529
keyword:
- Annotation
- Corpus
- Argumentative Structure
language:
- iso: eng
status: public
title: A School Student Essay Corpus for Analyzing Interactions of Argumentative Structure
and Quality
type: conference
user_id: '47857'
year: '2024'
...
---
_id: '56277'
abstract:
- lang: eng
text: What is learner-sensitive feedback to argumentative learner texts when it
is to be issued computer- based? Learning stages are difficult to quantify. The
paper provides insight into the history of research since the 1980s and a preview
of what this automated feedback might look like. These questions are embedded
in a research project at the Universities of Paderborn and Hannover, Germany,
from which a software (project name ArgSchool) emerges that will provide such
feedback.
author:
- first_name: Sebastian
full_name: Kilsbach, Sebastian
id: '93839'
last_name: Kilsbach
- first_name: Nadine
full_name: Michel, Nadine
id: '47857'
last_name: Michel
citation:
ama: 'Kilsbach S, Michel N. Computer-Based Generation of Learner-Sensitive Feedback
to Argumentative Learner Texts. In: Proceedings of the Tenth Conference of
the International Society for the Study of Argumentation. ; 2024.'
apa: Kilsbach, S., & Michel, N. (2024). Computer-Based Generation of Learner-Sensitive
Feedback to Argumentative Learner Texts. Proceedings of the Tenth Conference
of the International Society for the Study of Argumentation. Tenth Conference
of the International Society for the Study of Argumentation, Leiden.
bibtex: '@inproceedings{Kilsbach_Michel_2024, title={Computer-Based Generation of
Learner-Sensitive Feedback to Argumentative Learner Texts}, booktitle={Proceedings
of the Tenth Conference of the International Society for the Study of Argumentation},
author={Kilsbach, Sebastian and Michel, Nadine}, year={2024} }'
chicago: Kilsbach, Sebastian, and Nadine Michel. “Computer-Based Generation of Learner-Sensitive
Feedback to Argumentative Learner Texts.” In Proceedings of the Tenth Conference
of the International Society for the Study of Argumentation, 2024.
ieee: S. Kilsbach and N. Michel, “Computer-Based Generation of Learner-Sensitive
Feedback to Argumentative Learner Texts,” presented at the Tenth Conference of
the International Society for the Study of Argumentation, Leiden, 2024.
mla: Kilsbach, Sebastian, and Nadine Michel. “Computer-Based Generation of Learner-Sensitive
Feedback to Argumentative Learner Texts.” Proceedings of the Tenth Conference
of the International Society for the Study of Argumentation, 2024.
short: 'S. Kilsbach, N. Michel, in: Proceedings of the Tenth Conference of the International
Society for the Study of Argumentation, 2024.'
conference:
end_date: 2023-07-07
location: Leiden
name: Tenth Conference of the International Society for the Study of Argumentation
start_date: 2023-07-04
date_created: 2024-09-30T09:24:12Z
date_updated: 2024-09-30T09:25:14Z
keyword:
- AI
- argumentation mining
- discourse history
- (automated
- learner-sensitive) feedback
language:
- iso: eng
publication: Proceedings of the Tenth Conference of the International Society for
the Study of Argumentation
status: public
title: Computer-Based Generation of Learner-Sensitive Feedback to Argumentative Learner
Texts
type: conference
user_id: '47857'
year: '2024'
...
---
_id: '58899'
author:
- first_name: Sara
full_name: Rezat, Sara
id: '58338'
last_name: Rezat
- first_name: Maja
full_name: Stahl, Maja
last_name: Stahl
- first_name: Nadine
full_name: Michel, Nadine
id: '47857'
last_name: Michel
- first_name: Sebastian
full_name: Kilsbach, Sebastian
id: '93839'
last_name: Kilsbach
- first_name: Julian
full_name: Schmidtke, Julian
last_name: Schmidtke
- first_name: Henning
full_name: Wachsmuth, Henning
last_name: Wachsmuth
citation:
ama: 'Rezat S, Stahl M, Michel N, Kilsbach S, Schmidtke J, Wachsmuth H. A School
Student Essay Corpus for Analyzing Interactions of Argumentative Structure and
Quality. In: ; 2024. doi:https://doi.org/10.48550/arXiv.2404.02529
'
apa: Rezat, S., Stahl, M., Michel, N., Kilsbach, S., Schmidtke, J., & Wachsmuth,
H. (2024). A School Student Essay Corpus for Analyzing Interactions of Argumentative
Structure and Quality. https://doi.org/10.48550/arXiv.2404.02529
bibtex: '@inproceedings{Rezat_Stahl_Michel_Kilsbach_Schmidtke_Wachsmuth_2024, title={A
School Student Essay Corpus for Analyzing Interactions of Argumentative Structure
and Quality.}, DOI={https://doi.org/10.48550/arXiv.2404.02529
}, author={Rezat, Sara and Stahl, Maja and Michel, Nadine and Kilsbach, Sebastian
and Schmidtke, Julian and Wachsmuth, Henning}, year={2024} }'
chicago: Rezat, Sara, Maja Stahl, Nadine Michel, Sebastian Kilsbach, Julian Schmidtke,
and Henning Wachsmuth. “A School Student Essay Corpus for Analyzing Interactions
of Argumentative Structure and Quality.,” 2024. https://doi.org/10.48550/arXiv.2404.02529 .
ieee: 'S. Rezat, M. Stahl, N. Michel, S. Kilsbach, J. Schmidtke, and H. Wachsmuth,
“A School Student Essay Corpus for Analyzing Interactions of Argumentative Structure
and Quality.,” 2024, doi: https://doi.org/10.48550/arXiv.2404.02529
.'
mla: Rezat, Sara, et al. A School Student Essay Corpus for Analyzing Interactions
of Argumentative Structure and Quality. 2024, doi:https://doi.org/10.48550/arXiv.2404.02529 .
short: 'S. Rezat, M. Stahl, N. Michel, S. Kilsbach, J. Schmidtke, H. Wachsmuth,
in: 2024.'
date_created: 2025-03-04T08:55:40Z
date_updated: 2025-07-21T06:29:56Z
doi: 'https://doi.org/10.48550/arXiv.2404.02529 '
language:
- iso: eng
main_file_link:
- open_access: '1'
url: 'https://doi.org/10.48550/arXiv.2404.02529 '
oa: '1'
project:
- _id: '646'
grant_number: '453073654'
name: 'ArgSchool: Computergestütztes Lernen argumentativen Schreibens in der digitalen
Schulbildung (DFG)'
quality_controlled: '1'
status: public
title: A School Student Essay Corpus for Analyzing Interactions of Argumentative Structure
and Quality.
type: conference
user_id: '47857'
year: '2024'
...