Investigating the Promise of Automated Writing Evaluation for Supporting Formative Writing Assessment at Scale
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| Title: | Investigating the Promise of Automated Writing Evaluation for Supporting Formative Writing Assessment at Scale |
|---|---|
| Language: | English |
| Authors: | Wilson, Joshua (ORCID |
| Source: | Assessment in Education: Principles, Policy & Practice. 2022 29(2):183-199. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Grade 3 Primary Education Grade 4 Intermediate Grades Grade 5 Middle Schools |
| Descriptors: | Writing Evaluation, Formative Evaluation, Automation, Elementary School Teachers, Teacher Attitudes, Elementary School Students, Grade 3, Grade 4, Grade 5, Program Implementation, Writing Achievement |
| DOI: | 10.1080/0969594X.2022.2025762 |
| ISSN: | 0969-594X 1465-329X |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1356469 |
| Database: | ERIC |
| 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. |
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| ISSN: | 0969-594X 1465-329X |
| DOI: | 10.1080/0969594X.2022.2025762 |
