Exploring Core Intervention Components in a Randomized Controlled Trial on an Automated Writing Evaluation System

• In Event: The Influence of Digital Tools on Literacy, Learning Engagement, and Student Development

Abstract

This study is a sub-study of a randomized controlled trial investigating the effects of automated writing evaluation (AWE) on students’ argumentative writing performance, self-efficacy and beliefs about writing. To understand how and why AWE affects student outcomes, we examined how specific intervention components of AWE implementation influence student outcomes in a sample of 902 middle-school students from three U.S. school districts. We also identify varying student and teacher factors that affect key components. Findings indicate that the amount of writing and revisions within AWE are important for improving outcomes. Enhancing the key components to a specific benchmark may lead to positive effects. These findings offer important insights for designing more effective AWE interventions, benefiting researchers and practitioners in educational technology.

Authors

• Yue Huang, Measurement Incorporated

• Joshua Wilson, University of Delaware

• Corey Palermo, Measurement Incorporated