Automated Feedback and Automated Scoring in the Elementary Grades: Usage, Attitudes, and Associations with Writing Outcomes in a Districtwide Implementation of MI Write
Wilson, J., Huang, Y., Palermo, C., Beard, G., & MacArthur, C. A. (2021). Automated feedback and automated scoring in the elementary grades: Usage, attitudes, and associations with writing outcomes in a districtwide implementation of MI Write. International Journal of Artificial Intelligence in Education, 31(2), 234-276. https://doi.org/10.1007/s40593-020-00236-w
This article reports on a districtwide implementation of the MI Write automated writing evaluation system in elementary schools. It examines how the system was used, teacher and student attitudes toward it, and whether usage patterns were associated with student writing outcomes.
Key takeaways
- MI Write was somewhat underused across classrooms.
- Teachers and students reported generally positive attitudes toward the system.
- Some usage measures had limited predictive associations with writing outcomes, while students' average automated scores were more strongly related to performance.
Why it matters
Provides a naturalistic evaluation of automated writing evaluation in elementary grades and offers evidence about implementation, perceptions, and links to writing performance.
Coauthors
Joshua Wilson, Yue Huang, Corey Palermo, Gaysha Beard, Charles A. MacArthur
Topic tags
External links