A Research-Practice Partnership Examining the Use of Automated Writing Evaluation Software: Effects on Writing Outcomes

• In Event: AERA Poster Session 3
  In Poster Session: Innovations in Literacy Research, Theory, and Practice: Poster Session 1

Abstract

This study examined whether the large-scale implementation of Automated Writing Evaluation software in elementary schools had a positive association with students’ writing quality, writing attitudes and writing self-efficacy, and performance on state English Language Arts and writing tests. The participants were approximately 2000 students in Grades 3-5 and 185 writing teachers from 14 elementary schools in a mid-Atlantic school district. Findings from hierarchical linear models indicated that only a few of AWE-usage predictors had statistically significant effects on students’ writing outcomes. However, the relationship between AWE-usage and the corresponding writing outcomes was theoretically justified and meaningful. Findings from this study inspire implications for other school districts that are considering implementing AWE systems to improve students’ writing outcomes.

Authors

• Joshua Wilson, University of Delawarere

• Yue Huang, University of Delaware

• Gaysha Beard, Red Clay Consolidated School District

• Charles A. Macarthur, University of Delaware