Automated Writing Evaluation and Feedback: Multiple Metrics of Efficacy

Autor/inn/en	Wilson, Joshua; Roscoe, Rod D.
Titel	Automated Writing Evaluation and Feedback: Multiple Metrics of Efficacy
Quelle	In: Journal of Educational Computing Research, 58 (2020) 1, S.87-125 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wilson, Joshua)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633119830764
Schlagwörter	Automation; Writing Evaluation; Feedback (Response); Instructional Effectiveness; Self Efficacy; Grade 6; Early Adolescents; Middle School Students; Writing Instruction; Writing Improvement; Standardized Tests; Teacher Attitudes; Usability; Natural Language Processing; Computer Assisted Instruction; Common Core State Standards; Texas + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; School year 06; 6. Schuljahr; Schuljahr 06; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schreibunterricht; Standadised tests; Standardisierter Test; Lehrerverhalten; Natürliche Sprache; Computer based training; Computerunterstützter Unterricht; Common core curriculum; Curriculum; Kerncurriculum
Abstract	The present study extended research on the effectiveness of automated writing evaluation (AWE) systems. Sixth graders were randomly assigned by classroom to an AWE condition that used "Project Essay Grade Writing" (n = 56) or a word-processing condition that used Google Docs (n = 58). Effectiveness was evaluated using multiple metrics: writing self-efficacy, holistic writing quality, performance on a state English language arts test, and teachers' perceptions of AWE's social validity. Path analyses showed that after controlling for pretest measures, composing condition had no effect on holistic writing quality, but students in the AWE condition had more positive writing self-efficacy and better performance on the state English language arts test. Posttest writing self-efficacy partially mediated the effect of composing condition on state test performance. Teachers reported positive perceptions of AWE's social validity. Results emphasize the importance of using multiple metrics and considering both contextual factors and AWE implementation methods when evaluating AWE effectiveness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01