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As use of artificial intelligence (AI) has increased, concerns about AI bias and discrimination have been growing. This paper discusses an application called PyrEval in which natural language processing (NLP) was used to automate assessment and pro- vide feedback on middle school science writing with- out linguistic discrimination. Linguistic discrimination in this study was operationalized as unfair assess- ment of scientific essays based on writing features that are not considered normative such as subject- verb disagreement. Such unfair assessment is espe- cially problematic when the purpose of assessment is not assessing English writing but rather assessing the content of scientific explanations. PyrEval was implemented in middle school science classrooms. Students explained their roller coaster design by stat- ing relationships among such science concepts as potential energy, kinetic energy and law of conser- vation of energy. Initial and revised versions of sci- entific essays written by 307 eighth- grade students were analyzed. Our manual and NLP assessment comparison analysis showed that PyrEval did not pe- nalize student essays that contained non-normative writing features. Repeated measures ANOVAs and GLMM analysis results revealed that essay quality significantly improved from initial to revised essays after receiving the NLP feedback, regardless of non- normative writing features. Findings and implications are discussed. 

As use of artificial intelligence (AI) has increased, concerns about AI bias and discrimination have been growing. This paper discusses an application called PyrEval in which natural language processing (NLP) was used to automate assessment and pro- vide feedback on middle school science writing with- out linguistic discrimination. Linguistic discrimination in this study was operationalized as unfair assess- ment of scientific essays based on writing features that are not considered normative such as subject- verb disagreement. Such unfair assessment is espe- cially problematic when the purpose of assessment is not assessing English writing but rather assessing the content of scientific explanations. PyrEval was implemented in middle school science classrooms. Students explained their roller coaster design by stat- ing relationships among such science concepts as potential energy, kinetic energy and law of conser- vation of energy. Initial and revised versions of sci- entific essays written by 307 eighth- grade students were analyzed. Our manual and NLP assessment comparison analysis showed that PyrEval did not pe- nalize student essays that contained non-normative writing features. Repeated measures ANOVAs and GLMM analysis results revealed that essay quality significantly improved from initial to revised essays after receiving the NLP feedback, regardless of non- normative writing features. Findings and implications are discussed.