Elementary teachers' perceptions of automated feedback and automated scoring: Transforming the teaching and learning of writing using automated writing evaluation
Wilson, J., Ahrendt, C., Fudge, E. A., Raiche, A., Beard, G., & MacArthur, C. A. (2021). Elementary teachers' perceptions of automated feedback and automated scoring: Transforming the teaching and learning of writing using automated writing evaluation. Computers & Education, 168, Article 104208. https://doi.org/10.1016/j.compedu.2021.104208
This qualitative study examined elementary writing teachers' experiences with the MI Write automated writing evaluation system during a districtwide implementation in grades 3-5. Using focus groups and activity theory, the authors explored how teachers perceived automated feedback and scoring as influencing instruction, student writing behavior, and classroom practice.
Key takeaways
- Teachers saw automated writing evaluation as both helpful and challenging for instruction.
- The system shaped students' motivation and independence in mixed ways.
- System functionality could introduce new instructional challenges.
- Broader school and district conditions affected implementation and perceived impact.
Why it matters
Offers classroom-based evidence on how elementary teachers experience automated writing evaluation in practice, highlighting implementation complexities beyond technical scoring accuracy.
Coauthors
Joshua Wilson, Cristina Ahrendt, Emily A. Fudge, Alexandria Raiche, Gaysha Beard, Charles A. MacArthur
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