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Statewide Implementation of Automated Writing Evaluation: Analyzing Usage and Associations with State Test Performance in Grades 4-11
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Potter, Andrew; Wilson, Joshua – Educational Technology Research and Development, 2021
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…
Descriptors: Computer Assisted Testing, Writing Evaluation, Feedback (Response), Scoring
Automated Feedback and Automated Scoring in the Elementary Grades: Usage, Attitudes, and Associations with Writing Outcomes in a Districtwide Implementation of MI Write
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Wilson, Joshua; Huang, Yue; Palermo, Corey; Beard, Gaysha; MacArthur, Charles A. – International Journal of Artificial Intelligence in Education, 2021
This study examined a naturalistic, districtwide implementation of an automated writing evaluation (AWE) software program called "MI Write" in elementary schools. We specifically examined the degree to which aspects of MI Write were implemented, teacher and student attitudes towards MI Write, and whether MI Write usage along with other…
Descriptors: Automation, Writing Evaluation, Feedback (Response), Computer Software
Automated Feedback and Automated Scoring in the Elementary Grades: Usage, Attitudes, and Associations with Writing Outcomes in a Districtwide Implementation of MI Write
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Wilson, Joshua; Huang, Yue; Palermo, Corey; Beard, Gaysha; MacArthur, Charles A. – Grantee Submission, 2021
This study examined a naturalistic, districtwide implementation of an automated writing evaluation (AWE) software program called "MI Write" in elementary schools. We specifically examined the degree to which aspects of MI Write were implemented, teacher and student attitudes towards MI Write, and whether MI Write usage along with other…
Descriptors: Automation, Writing Evaluation, Feedback (Response), Computer Software
Associated Effects of Automated Essay Evaluation Software on Growth in Writing Quality for Students with and without Disabilities
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Wilson, Joshua – Reading and Writing: An Interdisciplinary Journal, 2017
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)…
Descriptors: Computer Assisted Testing, Essays, Writing Evaluation, Writing Skills
Presentation, Expectations, and Experience: Sources of Student Perceptions of Automated Writing Evaluation
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Roscoe, Rod D.; Wilson, Joshua; Johnson, Adam C.; Mayra, Christopher R. – Grantee Submission, 2017
Automated writing evaluation (AWE) is a popular form of educational technology designed to supplement writing instruction and feedback, yet research on the effectiveness of AWE has observed mixed findings. The current study considered how students' perceptions of automated essay scoring and feedback influenced their writing performance, revising…
Descriptors: Student Attitudes, Writing Instruction, Writing Evaluation, Feedback (Response)
Does Automated Feedback Improve Writing Quality?
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Wilson, Joshua; Olinghouse, Natalie G.; Andrada, Gilbert N. – Learning Disabilities: A Contemporary Journal, 2014
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…
Descriptors: Writing Skills, Writing Ability, Feedback (Response), Computer Mediated Communication