We used multivariate generalizability theory to examine the reliability of hand-scoring and automated essay scoring (AES) and to identify how these scoring methods could be used in conjunction to optimize writing assessment. Students (n = 113) included subsamples of struggling writers and non-struggling writers in Grades 3-5 drawn from a larger…

This study evaluated the construct validity of six scoring traits of an automated writing evaluation (AWE) system called "MI Write." Persuasive essays (N = 100) written by students in grades 7 and 8 were randomized at the sentence-level using a script written with Python's NLTK module. Each persuasive essay was randomized 30 times (n =…

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…

This study investigated fourth and fifth graders' metacognitive knowledge about writing and its relationship to writing performance to help identify areas that might be leveraged when designing effective writing instruction. Students' metacognitive knowledge was probed using a 30-minute informative writing prompt requiring students to teach their…

The present study examined issues pertaining to the reliability of writing assessment in the elementary grades, and among samples of struggling and nonstruggling writers. The present study also extended nascent research on the reliability and the practical applications of automated essay scoring (AES) systems in Response to Intervention frameworks…

The present study examined growth in writing quality associated with feedback provided by an automated essay evaluation system called PEG Writing. Equal numbers of students with disabilities (SWD) and typically-developing students (TD) matched on prior writing achievement were sampled (n = 1196 total). Data from a subsample of students (n = 655)…

The current study examines data from students in grades 4-8 who participated in a statewide computer-based benchmark writing assessment that featured automated essay scoring and automated feedback. We examined whether the use of automated feedback was associated with gains in writing quality across revisions to an essay, and with transfer effects…