Implementing Automated Writing Evaluation in Different Instructional Contexts: A Mixed-Methods Study
Palermo, C., & Wilson, J. (2020). Implementing automated writing evaluation in different instructional contexts: A mixed-methods study. Journal of Writing Research, 12(1), 63-108. https://doi.org/10.17239/jowr-2020.12.01.04
This mixed-methods study examined how the automated writing evaluation system MI Write was implemented in two middle-school writing contexts: a traditional process approach and strategy instruction based on Self-Regulated Strategy Development. The study assessed student growth in first-draft writing quality across essays and gathered teacher and student perceptions of teaching and learning with AWE.
Key takeaways
- Students in both instructional contexts showed growth in first-draft writing performance over an eight-week intervention.
- Growth rates were comparable across the two instructional contexts.
- Interview data suggested that introducing AWE shaped instruction in similar ways across contexts, supporting a deliberate-practice framework.
Why it matters
Provides empirical evidence on integrating automated writing evaluation into different forms of writing instruction, combining quantitative outcomes with qualitative evidence about classroom implementation and perceptions.
Coauthors
Corey Palermo, Joshua Wilson
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