Relationships Between Middle-School Teachers' Perceptions and Application of Automated Writing Evaluation and Student Performance
Delgado, A., Wilson, J., Palermo, C., Cruz Cordero, T. M., Myers, M. C., Eacker, H., Potter, A., Coles, J., & Zhang, S. (2024). Relationships between middle-school teachers' perceptions and application of automated writing evaluation and student performance. In M. D. Shermis & J. Wilson (Eds.), The Routledge international handbook of automated essay evaluation (pp. 261-277). Routledge. https://doi.org/10.4324/9781003397618-17
This handbook chapter examines how middle school teachers' perceptions of automated writing evaluation relate to their implementation of the technology and, in turn, to student writing outcomes. It argues that the effects of AWE depend partly on how teachers understand, value, and enact the system in classroom practice.
Key takeaways
- Teacher usability, usefulness, and desirability perceptions are central to whether AWE is implemented in meaningful ways.
- The chapter cautions against assuming a simple direct link between AWE adoption and positive student outcomes.
- Understanding teacher implementation is necessary for explaining why AWE works better in some contexts than others.
Why it matters
This chapter deepens Dr. Wilson's implementation-focused scholarship by linking teacher beliefs, classroom use, and student outcomes within the broader AWE ecosystem.
Coauthors
Amanda Delgado, Joshua Wilson, Corey Palermo, Tania M. Cruz Cordero, Matthew C. Myers, Halley Eacker, Andrew Potter, Jessica Coles, Saimou Zhang
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