A Quasi-Experimental Study of the Effectiveness of Instructional Applications Employing Automated Essay Scoring

• In Event: Roundtable Session 18
  In Roundtable Session: Assessing Student Growth: Methods, Issues, and Applications

Abstract

The purpose of this study was to explore the impact of AES-based instructional application use on student writing skill growth, over the course of a semester of college. This study investigated the following question: Do students in classes that use AES-based instructional application show larger gains in writing skills than a comparable group of students that do not use the AES-based instructional application?

The study employed a quasi-experimental pre-post, treatment-control group design. Using MANCOVA, we found that students in classes that used the AES-based instructional application showed significantly more growth in writing skills than students in classes not using the AES-based instructional application. An effect size of.32 was found.

Author

• Scott M. Elliot, SEG Measurement