Recommendations for Integrating AWE with Evidence-Based Practices
Wilson, J., Cruz Cordero, T., Potter, A., Myers, M., MacArthur, C. A., Beard, G., Fudge, E. A., Raiche, A., & Ahrendt, C. (2025). Recommendations for integrating automated writing evaluation with evidence-based instructional practices. International Journal of Changes in Education, 2(1), 46-54. https://doi.org/10.47852/bonviewIJCE42024011
This review synthesizes research-based recommendations for integrating automated writing evaluation with evidence-based writing instruction. It argues that AWE is most effective when students learn the evaluation criteria, receive strategy instruction for planning and revising, benefit from teacher feedback in addition to automated feedback, and engage in goal setting and progress monitoring.
Key takeaways
- AWE should be integrated with strong pedagogy, not treated as a substitute for instruction.
- Students need support in understanding scoring criteria and in learning planning, drafting, and revising strategies.
- Teacher feedback, goal setting, and progress monitoring remain essential even when automated feedback is available.
Why it matters
This article translates Dr. Wilson's AWE research program into direct implementation guidance, making the scholarship more actionable for teachers, interventionists, and researchers.
Coauthors
Joshua Wilson, Tania Cruz Cordero, Andrew Potter, Matthew Myers, Charles A. MacArthur, Gaysha Beard, Emily A. Fudge, Alexandria Raiche, Cristina Ahrendt
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