Impact of Automated Writing Evaluation (AWE) on Middle School Students' Writing Outcomes
Wilson, J., Palermo, C., Myers, M. C., Cruz Cordero, T., Eacker, H., Potter, A., Coles, J., May, H., & Zhang, F. (2026). Impact of automated writing evaluation (AWE) on middle school students' writing outcomes. American Educational Research Journal, 63(1), 72-108. https://doi.org/10.3102/00028312251388655
This randomized controlled trial examined whether the MI Write automated writing evaluation system improved middle school students' argumentative writing performance, writing self-efficacy, enjoyment of writing, and beliefs about the recursive nature of writing, with particular attention to students from historically underserved groups. The study found no significant overall treatment effects, but it did identify district-level differences in outcomes and generally positive perceptions of the system.
Key takeaways
- No significant overall treatment effects were found across the main outcomes.
- Treatment effects varied by district, indicating that local implementation conditions matter greatly.
- Student perceptions of MI Write were generally positive, but responses differed across districts.
- The findings highlight both the promise and the limitations of AWE when used in real middle school settings.
Why it matters
This study pushes Dr. Wilson's scholarship toward large-scale causal evidence by testing AWE in a rigorous randomized design and showing that implementation context is central to impact.
Coauthors
Joshua Wilson, Corey Palermo, Matthew C. Myers, Tania Cruz Cordero, Halley Eacker, Andrew Potter, Jessica Coles, Henry May, Fan Zhang
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