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Formative Automated Writing Evaluation: A Standpoint Theory of Action

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Title: Formative Automated Writing Evaluation: A Standpoint Theory of Action
Language: English
Authors: Hazelton, Lynette, Nastal, Jessica, Elliot, Norbert, Burstein, Jill, McCaffrey, Daniel F.
Source: Grantee Submission. 2021.
Peer Reviewed: Y
Page Count: 67
Publication Date: 2021
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305A160115
Document Type: Reports - Research
Education Level: Two Year Colleges
Adult Education
Descriptors: Formative Evaluation, Writing Evaluation, Automation, Natural Language Processing, Computer Software, Computer Oriented Programs, Educational Technology, Learning Theories, Nontraditional Students, Two Year College Students, Adult Students, Case Studies
Geographic Terms: Pennsylvania, Illinois
Abstract: In writing studies research, automated writing evaluation technology is typically examined for a specific, often narrow purpose: to evaluate a particular writing improvement measure, to mine data for changes in writing performance, or to demonstrate the effectiveness of a single technology and accompanying validity arguments. This article adopts a broader perspective and offers a standpoint theory of action for formative automated writing evaluation (fAWE). Following presentation of the features of our standpoint theory of action, we describe our two study sites, and each instructor documents her experiences using the fAWE application (app), Writing Mentor® (WM). One instructor analyzes experiences using the app with nontraditional adult learners to provide career pathway access through a high school equivalency (HSE) credential awarded by successful completion of the GED® (General Educational Development Test) or of the HiSET® (High School Equivalency Test). A second instructor analyzes WM experiences working with a diverse population of two-year college students enrolled in first-year writing. These instructors' experiences are used to propose two theory-of-action frameworks based on their standpoints, with particular attention to fAWE components, pedagogies, and consequences. To explore the representativeness of these two case studies, we also analyze student feature use and self-reported self-efficacy data from a general sample (N = 5,595) collected through WM user engagement. We conclude by emphasizing the pedagogical potential of writing technologies, the advantages of instructionally situating these technologies, and the value of using standpoint theories of action as a way to anticipate local impact. [This paper will be published in "Journal of Response to Writing."]
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2021
Access URL: https://scholarsarchive.byu.edu/journalrw/vol7/iss1/3/
Accession Number: ED614261
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Formative Automated Writing Evaluation: A Standpoint Theory of Action
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2021.
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  Data: In writing studies research, automated writing evaluation technology is typically examined for a specific, often narrow purpose: to evaluate a particular writing improvement measure, to mine data for changes in writing performance, or to demonstrate the effectiveness of a single technology and accompanying validity arguments. This article adopts a broader perspective and offers a standpoint theory of action for formative automated writing evaluation (fAWE). Following presentation of the features of our standpoint theory of action, we describe our two study sites, and each instructor documents her experiences using the fAWE application (app), Writing Mentor® (WM). One instructor analyzes experiences using the app with nontraditional adult learners to provide career pathway access through a high school equivalency (HSE) credential awarded by successful completion of the GED® (General Educational Development Test) or of the HiSET® (High School Equivalency Test). A second instructor analyzes WM experiences working with a diverse population of two-year college students enrolled in first-year writing. These instructors' experiences are used to propose two theory-of-action frameworks based on their standpoints, with particular attention to fAWE components, pedagogies, and consequences. To explore the representativeness of these two case studies, we also analyze student feature use and self-reported self-efficacy data from a general sample (N = 5,595) collected through WM user engagement. We conclude by emphasizing the pedagogical potential of writing technologies, the advantages of instructionally situating these technologies, and the value of using standpoint theories of action as a way to anticipate local impact. [This paper will be published in "Journal of Response to Writing."]
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 67
    Subjects:
      – SubjectFull: Formative Evaluation
        Type: general
      – SubjectFull: Writing Evaluation
        Type: general
      – SubjectFull: Automation
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      – SubjectFull: Natural Language Processing
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      – SubjectFull: Computer Software
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      – SubjectFull: Computer Oriented Programs
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      – TitleFull: Formative Automated Writing Evaluation: A Standpoint Theory of Action
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