Exploring the Role of Automated Writing Evaluation as a Formative Assessment Tool Supporting Self-Regulated Learning in Writing
Wilson, J., & MacArthur, C. A. (2024). Exploring the role of automated writing evaluation as a formative assessment tool supporting self-regulated learning in writing. In M. D. Shermis & J. Wilson (Eds.), The Routledge International Handbook of Automated Essay Evaluation. Routledge. https://doi.org/10.4324/9781003397618-14
This chapter reviews whether automated writing evaluation can function as a formative assessment tool that supports self-regulated learning in writing. Using Black and Wiliam's framework, it examines how automated writing evaluation may help clarify success criteria, elicit writing practice, provide feedback, and support revision and other self-regulatory processes in classroom writing instruction.
Key takeaways
- Automated writing evaluation is treated here as more than a scoring tool; its formative assessment role is central.
- The chapter organizes the discussion around Black and Wiliam's five formative-assessment strategies.
- Automated writing evaluation may help students set goals, practice writing, and use feedback to revise their work.
- The authors consider both benefits and limitations of automated writing evaluation for supporting self-regulated learning.
- Effective use of automated writing evaluation depends on integration with classroom instruction and feedback practices.
Why it matters
Synthesizes and evaluates evidence on automated writing evaluation as a formative assessment approach for supporting self-regulated learning in writing.
Coauthors
Joshua Wilson, Charles A. MacArthur
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