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Exploring Relationships between Writing & Broader Outcomes with Automated Writing Evaluation

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Title: Exploring Relationships between Writing & Broader Outcomes with Automated Writing Evaluation
Language: English
Authors: Burstein, Jill, McCaffrey, Dan, Beigman Klebanov, Beata, Ling, Guangming
Source: Grantee Submission. 2017.
Peer Reviewed: Y
Page Count: 9
Publication Date: 2017
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305A160115
Document Type: Reports - Research
Speeches/Meeting Papers
Education Level: Higher Education
Postsecondary Education
Descriptors: Computer Software, Writing Evaluation, Writing Achievement, College Students, At Risk Students, Academic Persistence, Standardized Tests, Essays, Outcomes of Education, Correlation, Predictor Variables, Writing Skills, Critical Thinking, Scores, Timed Tests, Multiple Choice Tests, Computer Assisted Testing, College Entrance Examinations
Assessment and Survey Identifiers: ACT Assessment, SAT (College Admission Test)
Abstract: No significant body of research examines writing achievement and the specific skills and knowledge in the writing domain for postsecondary (college) students in the U.S., even though many at-risk students lack the prerequisite writing skills required to persist in their education. This paper addresses this gap through a novel "exploratory" study examining how automated writing evaluation (AWE) can inform our understanding of the relationship between postsecondary writing skill and broader indicators of college success. The exploratory study presented in this paper was conducted using test-taker essays from a standardized writing assessment of postsecondary student learning outcomes. Findings showed that for the essays, AWE features were found to be predictors of "broader outcomes" measures: college success indicators and learning outcomes measures. Study findings expose AWE's potential to support educational analytics -- i.e., relationships between writing skill and broader outcomes -- moving AWE beyond writing assessment and instructional use cases. [This paper was published in: "Proceedings of the 12th Workshop on Innovative Use of NLP for Building Educational Applications" (p.101-108). Association for Computational Linguistics, 2017.]
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2019
Accession Number: ED598703
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED598703
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PubType: Report
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IllustrationInfo
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  Data: Exploring Relationships between Writing & Broader Outcomes with Automated Writing Evaluation
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2017.
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  Data: Y
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  Data: 9
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  Data: Institute of Education Sciences (ED)
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  Data: R305A160115
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Computer+Software%22">Computer Software</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Evaluation%22">Writing Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Achievement%22">Writing Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22At+Risk+Students%22">At Risk Students</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Persistence%22">Academic Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Standardized+Tests%22">Standardized Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Essays%22">Essays</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Timed+Tests%22">Timed Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+Choice+Tests%22">Multiple Choice Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Testing%22">Computer Assisted Testing</searchLink><br /><searchLink fieldCode="DE" term="%22College+Entrance+Examinations%22">College Entrance Examinations</searchLink>
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– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: No significant body of research examines writing achievement and the specific skills and knowledge in the writing domain for postsecondary (college) students in the U.S., even though many at-risk students lack the prerequisite writing skills required to persist in their education. This paper addresses this gap through a novel "exploratory" study examining how automated writing evaluation (AWE) can inform our understanding of the relationship between postsecondary writing skill and broader indicators of college success. The exploratory study presented in this paper was conducted using test-taker essays from a standardized writing assessment of postsecondary student learning outcomes. Findings showed that for the essays, AWE features were found to be predictors of "broader outcomes" measures: college success indicators and learning outcomes measures. Study findings expose AWE's potential to support educational analytics -- i.e., relationships between writing skill and broader outcomes -- moving AWE beyond writing assessment and instructional use cases. [This paper was published in: "Proceedings of the 12th Workshop on Innovative Use of NLP for Building Educational Applications" (p.101-108). Association for Computational Linguistics, 2017.]
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  Data: As Provided
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  Data: 2019
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  Label: Accession Number
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  Data: ED598703
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED598703
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
    Subjects:
      – SubjectFull: Computer Software
        Type: general
      – SubjectFull: Writing Evaluation
        Type: general
      – SubjectFull: Writing Achievement
        Type: general
      – SubjectFull: College Students
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      – SubjectFull: At Risk Students
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      – SubjectFull: Academic Persistence
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      – SubjectFull: Standardized Tests
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      – SubjectFull: Essays
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      – SubjectFull: Outcomes of Education
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      – SubjectFull: Correlation
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      – SubjectFull: Predictor Variables
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      – SubjectFull: Writing Skills
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      – SubjectFull: Critical Thinking
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      – SubjectFull: Scores
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      – SubjectFull: Timed Tests
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      – SubjectFull: Multiple Choice Tests
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      – SubjectFull: Computer Assisted Testing
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      – SubjectFull: College Entrance Examinations
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      – SubjectFull: ACT Assessment
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      – SubjectFull: SAT (College Admission Test)
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    Titles:
      – TitleFull: Exploring Relationships between Writing & Broader Outcomes with Automated Writing Evaluation
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              Type: published
              Y: 2017
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