Investigating the promise of automated writing evaluation for supporting formative writing assessment at scale
| Author(s) | Wilson, Joshua | |
| Author(s) | Myers, Matthew C. | |
| Author(s) | Potter, Andrew | |
| Date Accessioned | 2022-03-16T20:36:40Z | |
| Date Available | 2022-03-16T20:36:40Z | |
| Publication Date | 2022-01-23 | |
| Description | This is an Accepted Manuscript of an article published by Taylor & Francis in Assessment in Education: Principles, Policy and Practice on 01/23/2022, available online: http://www.tandfonline.com/10.1080/0969594X.2022.2025762. This article will be embargoed until 07/23/2023. | en_US |
| Abstract | We investigated the promise of a novel approach to formative writing assessment at scale that involved an automated writing evaluation (AWE) system called MI Write. Specifically, we investigated elementary teachers’ perceptions and implementation of MI Write and changes in students’ writing performance in three genres from Fall to Spring associated with this implementation. Teachers in Grades 3–5 (n = 14) reported that MI Write was usable and acceptable, useful, and desirable; however, teachers tended to implement MI Write in a limited manner. Multilevel repeated measures analyses indicated that students in Grades 3–5 (n = 570) tended not to increase their performance from Fall to Spring except for third graders in all genres and fourth graders’ narrative writing. Findings illustrate the importance of educators utilising scalable formative assessments to evaluate and adjust core instruction. | en_US |
| Sponsor | This research was supported by Grant #201800044 from the Spencer Foundation to the University of Delaware. The opinions expressed are those of the authors and do not represent the views of the Foundation, and no official endorsement by this agency should be inferred. The authors declare no conflicts of interest relative to this research study. | en_US |
| Citation | Joshua Wilson, Matthew C. Myers & Andrew Potter (2022) Investigating the promise of automated writing evaluation for supporting formative writing assessment at scale, Assessment in Education: Principles, Policy & Practice, DOI: 10.1080/0969594X.2022.2025762 | en_US |
| ISSN | 1465-329X | |
| URL | https://udspace.udel.edu/handle/19716/30666 | |
| Language | en_US | en_US |
| Publisher | Assessment in Education: Principles, Policy and Practice | en_US |
| Keywords | Writing assessment | en_US |
| Keywords | elementary | en_US |
| Keywords | automated essay scoring | en_US |
| Keywords | automated writing evaluation | en_US |
| Title | Investigating the promise of automated writing evaluation for supporting formative writing assessment at scale | en_US |
| Type | Article | en_US |
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