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Presentation, Expectations, and Experience: Sources of Student Perceptions of Automated Writing Evaluation

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Title: Presentation, Expectations, and Experience: Sources of Student Perceptions of Automated Writing Evaluation
Language: English
Authors: Roscoe, Rod D., Wilson, Joshua, Johnson, Adam C., Mayra, Christopher R.
Source: Grantee Submission. 2017 70.
Peer Reviewed: Y
Page Count: 15
Publication Date: 2017
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305A120707
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Attitudes, Writing Instruction, Writing Evaluation, Feedback (Response), Accuracy, Computer Software, Essays, Scoring, Revision (Written Composition), Teaching Methods, Undergraduate Students, Introductory Courses, Psychology, Prediction
DOI: 10.1016/j.chb.2016.12.076
ISSN: 0747-5632
Abstract: Automated writing evaluation (AWE) is a popular form of educational technology designed to supplement writing instruction and feedback, yet research on the effectiveness of AWE has observed mixed findings. The current study considered how students' perceptions of automated essay scoring and feedback influenced their writing performance, revising behaviors, and future intentions toward the technology. The manner in which the software was presented--claims about the accuracy and quality of the automated scoring and feedback--were modestly related to students' expectations and perceptions. However, students' direct experiences with the software were most strongly associated with their perceptions. Importantly, students' perceptions seemed to have minimal impact on their "in the moment" use of the software to write and revise successfully. Students revised and improved their essays regardless of their positive or negative views of the system. However, positive and negative perceptions significantly predicted future intentions to use the software again or to recommend the software to a friend. Implications for AWE design, implementation, and evaluation are discussed.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2022
Accession Number: ED616595
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
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  Data: Presentation, Expectations, and Experience: Sources of Student Perceptions of Automated Writing Evaluation
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2017 70.
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  Data: 15
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  Data: Institute of Education Sciences (ED)
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  Data: <searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Evaluation%22">Writing Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Accuracy%22">Accuracy</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Software%22">Computer Software</searchLink><br /><searchLink fieldCode="DE" term="%22Essays%22">Essays</searchLink><br /><searchLink fieldCode="DE" term="%22Scoring%22">Scoring</searchLink><br /><searchLink fieldCode="DE" term="%22Revision+%28Written+Composition%29%22">Revision (Written Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Introductory+Courses%22">Introductory Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology%22">Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Prediction%22">Prediction</searchLink>
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  Data: 10.1016/j.chb.2016.12.076
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  Data: 0747-5632
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Automated writing evaluation (AWE) is a popular form of educational technology designed to supplement writing instruction and feedback, yet research on the effectiveness of AWE has observed mixed findings. The current study considered how students' perceptions of automated essay scoring and feedback influenced their writing performance, revising behaviors, and future intentions toward the technology. The manner in which the software was presented--claims about the accuracy and quality of the automated scoring and feedback--were modestly related to students' expectations and perceptions. However, students' direct experiences with the software were most strongly associated with their perceptions. Importantly, students' perceptions seemed to have minimal impact on their "in the moment" use of the software to write and revise successfully. Students revised and improved their essays regardless of their positive or negative views of the system. However, positive and negative perceptions significantly predicted future intentions to use the software again or to recommend the software to a friend. Implications for AWE design, implementation, and evaluation are discussed.
– Name: AbstractInfo
  Label: Abstractor
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  Data: 2022
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  Data: ED616595
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        Value: 10.1016/j.chb.2016.12.076
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
    Subjects:
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: Writing Evaluation
        Type: general
      – SubjectFull: Feedback (Response)
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      – SubjectFull: Accuracy
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      – SubjectFull: Computer Software
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      – SubjectFull: Essays
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      – SubjectFull: Scoring
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      – SubjectFull: Revision (Written Composition)
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Undergraduate Students
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      – SubjectFull: Introductory Courses
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      – SubjectFull: Psychology
        Type: general
      – SubjectFull: Prediction
        Type: general
    Titles:
      – TitleFull: Presentation, Expectations, and Experience: Sources of Student Perceptions of Automated Writing Evaluation
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            NameFull: Johnson, Adam C.
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