Associated effects of automated essay evaluation software on growth in writing quality for students with and without disabilities
Wilson, J. (2017). Associated effects of automated essay evaluation software on growth in writing quality for students with and without disabilities. Reading and Writing, 30(4), 691-718. https://doi.org/10.1007/s11145-016-9695-z
This study examined growth in writing quality associated with the automated essay evaluation system PEG Writing using matched samples of students with disabilities and typically developing students. Students with disabilities began with lower-quality drafts but improved at a faster rate across revisions, with some effects shaped by school quality and access to internet-connected devices. No evidence of transfer to a new writing prompt was found.
Key takeaways
- PEG Writing was associated with growth in writing quality for both groups.
- Students with disabilities started lower but improved faster and closed the gap after multiple revisions.
- School quality and access to connected devices moderated the observed growth.
- No transfer effect was found on a follow-up writing prompt.
Why it matters
Provides evidence that automated essay evaluation can support writing improvement, especially for students with disabilities, while highlighting the importance of adequate technology infrastructure.
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