Informing Automated Writing Evaluation Using the Lens of Genre: Two Studies.

Saved in:

Bibliographic Details
Title:	Informing Automated Writing Evaluation Using the Lens of Genre: Two Studies.
Authors:	Burstein, Jill¹ jburstein@ets.org, Elliot, Norbert², Molloy, Hillary¹
Source:	CALICO Journal. 2016, Vol. 33 Issue 1, p117-141. 25p.
Subject Terms:	Outcome-based education, Handwriting, Curriculum, Computer network resources, Writing
Geographic Terms:	Washington (D.C.)
Company/Entity:	American University (Washington, D.C.)
Abstract:	Genre serves as a useful lens to investigate the range of evidence derived from automated writing evaluation (AWE). To support construct-relevant systems used for writing instruction and assessment, two investigations were conducted that focused on postsecondary writing requirements and faculty perceptions of student writing proficiency. Survey research is described from a national study and a second site study at American University, a 4-year private university in Washington, DC, to illustrate writing requirements and perceptions of writing proficiency in school and workplace settings. A mixed-methods analysis of faculty focus groups in the site study afforded more detailed discussions that were used to understand student writing support needs. Through the lens of genre, study results illustrated how the role of AWE might be expanded and aligned with instruction in four-year postsecondary institutions. [ABSTRACT FROM AUTHOR]
	Copyright of CALICO Journal is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	Genre serves as a useful lens to investigate the range of evidence derived from automated writing evaluation (AWE). To support construct-relevant systems used for writing instruction and assessment, two investigations were conducted that focused on postsecondary writing requirements and faculty perceptions of student writing proficiency. Survey research is described from a national study and a second site study at American University, a 4-year private university in Washington, DC, to illustrate writing requirements and perceptions of writing proficiency in school and workplace settings. A mixed-methods analysis of faculty focus groups in the site study afforded more detailed discussions that were used to understand student writing support needs. Through the lens of genre, study results illustrated how the role of AWE might be expanded and aligned with instruction in four-year postsecondary institutions. [ABSTRACT FROM AUTHOR]
ISSN:	07427778
DOI:	10.1558/cj.v33i1.26374