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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Joshua Wilson
Andrew Potter is a Ph.D. student at the University of Delaware School of Education. His research interests include integrated reading and writing instruction and development for at-risk students using quantitative and mixed methods.
Matthew C. Myers
Matthew C. Myers is a Ph.D. student in Educational Statistics and Research Methods at the University of Delaware School of Education. His research interests include applications of machine learning for writing assessment as well as the evaluation and optimization of machine learning approaches.
Andrew Potter
Joshua Wilson, Ph.D., is an Associate Professor at the University of Delaware School of Education. His research focuses on ways that automated writing evaluation can help to transform the teaching and learning of writing. A former special education teacher, Dr. Wilson is particularly concerned with improving writing outcomes for those most at risk of learning difficulties.