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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 0000-0002-7192-3510), Myers, Matthew C., Potter, Andrew
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
FullText Text:
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  Data: Investigating the Promise of Automated Writing Evaluation for Supporting Formative Writing Assessment at Scale
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  Data: <searchLink fieldCode="AR" term="%22Wilson%2C+Joshua%22">Wilson, Joshua</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-7192-3510">0000-0002-7192-3510</externalLink>)<br /><searchLink fieldCode="AR" term="%22Myers%2C+Matthew+C%2E%22">Myers, Matthew C.</searchLink><br /><searchLink fieldCode="AR" term="%22Potter%2C+Andrew%22">Potter, Andrew</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Assessment+in+Education%3A+Principles%2C+Policy+%26+Practice%22"><i>Assessment in Education: Principles, Policy & Practice</i></searchLink>. 2022 29(2):183-199.
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  Data: 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
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  Data: Y
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  Data: 17
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Writing+Evaluation%22">Writing Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Formative+Evaluation%22">Formative Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Automation%22">Automation</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Achievement%22">Writing Achievement</searchLink>
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  Data: 10.1080/0969594X.2022.2025762
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  Data: 0969-594X<br />1465-329X
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  Data: 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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        Value: 10.1080/0969594X.2022.2025762
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      – Text: English
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      – SubjectFull: Grade 5
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