Automated Writing Evaluation: Teachers' Friend or Foe? Or Something In-Between?

• In Event: Marriott Roundtable Session 9
  In Roundtable Session: Technology-Assisted Writing

Abstract

The present study, conducted as part of an Institute of Education Sciences funded Research-Practice Partnership, used a focus group methodology to qualitatively explore elementary writing teachers’ attitudes and experiences using an AWE system in Grades 3-5. Using an inductive coding method, four themes emerged highlighting the complexities of using AWE to support instruction: (1) AWE is a teaching assistant…but not always the most helpful one; (2) AWE supports students’ independence and motivation in complex ways; (3) AWE’s interface may interfere with the teaching and learning of writing; (4) AWE implementation is an embedded and evolving process. Findings have implications for advancing research on AWE and for informing district stakeholders interested in whether AWE will help support writing outcomes for their students.

Authors

• Joshua Wilson, University of Delawarere

• Gaysha Beard, Red Clay Consolidated School District

• Emily Fudge, University of Delaware

• Cristina Ahrendt, University of Delaware

• Ally Nicole Raiche, University of Delaware

• Hannah Reale, Wesleyan University

• Charles A. Macarthur, University of Delaware