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Classroom Applications of Automated Writing Evaluation: A Qualitative Examination of Automated Feedback

Classroom Applications of Automated Writing Evaluation: A Qualitative Examination of Automated Feedback

Corey Palermo, Margareta Maria Thomson
Copyright: © 2019 |Pages: 31
ISBN13: 9781522563617|ISBN10: 152256361X|ISBN13 Softcover: 9781522586302|EISBN13: 9781522563624
DOI: 10.4018/978-1-5225-6361-7.ch008
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MLA

Palermo, Corey, and Margareta Maria Thomson. "Classroom Applications of Automated Writing Evaluation: A Qualitative Examination of Automated Feedback." Educational Technology and the New World of Persistent Learning, edited by Liston W. Bailey, IGI Global, 2019, pp. 145-175. https://doi.org/10.4018/978-1-5225-6361-7.ch008

APA

Palermo, C. & Thomson, M. M. (2019). Classroom Applications of Automated Writing Evaluation: A Qualitative Examination of Automated Feedback. In L. Bailey (Ed.), Educational Technology and the New World of Persistent Learning (pp. 145-175). IGI Global. https://doi.org/10.4018/978-1-5225-6361-7.ch008

Chicago

Palermo, Corey, and Margareta Maria Thomson. "Classroom Applications of Automated Writing Evaluation: A Qualitative Examination of Automated Feedback." In Educational Technology and the New World of Persistent Learning, edited by Liston W. Bailey, 145-175. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-6361-7.ch008

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Abstract

The majority of United States students demonstrate only partial mastery of the knowledge and skills necessary for proficient writing. Researchers have called for increased classroom-based formative writing assessment to provide students with regular feedback about their writing performance and to support the development of writing skills. Automated writing evaluation (AWE) is a type of assessment for learning (AfL) that combines automated essay scoring (AES) and automated feedback with the goal of supporting improvements in students' writing performance. The current chapter first describes AES, AWE, and automated feedback. Next, results of an original study that examined students' and teachers' perceptions of automated feedback are presented and discussed. The chapter concludes with recommendations and directions for future research.

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