Statewide Implementation of Automated Writing Evaluation: Analyzing Usage and Associations with State Test Performance in Grades 4-11
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| Title: | Statewide Implementation of Automated Writing Evaluation: Analyzing Usage and Associations with State Test Performance in Grades 4-11 |
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| Language: | English |
| Authors: | Potter, Andrew (ORCID |
| Source: | Educational Technology Research and Development. Jun 2021 69(3):1557-1578. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2021 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305H170046 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Computer Assisted Testing, Writing Evaluation, Feedback (Response), Scoring, Revision (Written Composition), Computer Software, Elementary School Students, Secondary School Students, Writing Tests, Peer Evaluation, State Programs, Program Implementation |
| DOI: | 10.1007/s11423-021-10004-9 |
| ISSN: | 1042-1629 |
| Abstract: | Automated Writing Evaluation (AWE) provides automatic writing feedback and scoring to support student writing and revising. The purpose of the present study was to analyze a statewide implementation of an AWE software (n = 114,582) in grades 4-11. The goals of the study were to evaluate: (1) to what extent AWE features were used; (2) if equity and access issues influenced AWE usage; and (3) if AWE usage was associated with writing performance on a large-scale state writing assessment. Descriptive statistics and hierarchical linear modeling were used to answer the research questions. Results indicated that the main feature of AWE (i.e., writing and revising essays) were used but some features (peer review and independent lessons) were underutilized. School and student level demographic variables explained little variance in AWE usage. AWE usage was statistically and positively associated with performance on a large-scale state writing assessment when controlling for prior performance and demographics. The study presents evidence that AWE can positively influence writing on a distal measure when implemented at-scale. Implications for large-scale AWE implementation are discussed. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2021 |
| Accession Number: | EJ1302863 |
| Database: | ERIC |
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| Abstract: | Automated Writing Evaluation (AWE) provides automatic writing feedback and scoring to support student writing and revising. The purpose of the present study was to analyze a statewide implementation of an AWE software (n = 114,582) in grades 4-11. The goals of the study were to evaluate: (1) to what extent AWE features were used; (2) if equity and access issues influenced AWE usage; and (3) if AWE usage was associated with writing performance on a large-scale state writing assessment. Descriptive statistics and hierarchical linear modeling were used to answer the research questions. Results indicated that the main feature of AWE (i.e., writing and revising essays) were used but some features (peer review and independent lessons) were underutilized. School and student level demographic variables explained little variance in AWE usage. AWE usage was statistically and positively associated with performance on a large-scale state writing assessment when controlling for prior performance and demographics. The study presents evidence that AWE can positively influence writing on a distal measure when implemented at-scale. Implications for large-scale AWE implementation are discussed. |
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| ISSN: | 1042-1629 |
| DOI: | 10.1007/s11423-021-10004-9 |
