Statewide implementation of automated writing evaluation: Analyzing usage and associations with state test performance in grades 4-11
Potter, A., & Wilson, J. (2021). Statewide implementation of automated writing evaluation: Analyzing usage and associations with state test performance in grades 4-11. Educational Technology Research and Development, 69(3), 1557-1578. https://doi.org/10.1007/s11423-021-10004-9
This study examined a statewide implementation of an automated writing evaluation system used by more than 114,000 students in grades 4-11. The authors analyzed feature usage, possible equity and access differences in use, and whether AWE usage was associated with performance on a large-scale state writing assessment.
Key takeaways
- Students used the core AWE writing and revising features, but peer review and independent lessons were underused.
- School- and student-level demographic variables explained little variance in AWE usage.
- AWE usage was positively associated with state writing performance after controlling for prior performance and demographics.
- The study offers evidence that AWE can support writing outcomes when implemented at scale.
Why it matters
Provides large-scale, statewide evidence on how an AWE system was used in practice and how usage related to distal writing assessment outcomes, with attention to equity and implementation issues.
Coauthors
Andrew Potter, Joshua Wilson
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