Informing Automated Writing Evaluation Using the Lens of Genre: Two Studies
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| Title: | Informing Automated Writing Evaluation Using the Lens of Genre: Two Studies |
|---|---|
| Language: | English |
| Authors: | Burstein, Jill, Elliot, Norbert, Molloy, Hillary |
| Source: | CALICO Journal. 2016 33(1):117-141. |
| Availability: | Equinox Publishing Ltd. Office 415, The Workstation, 15 Paternoster Row, Sheffield, S1 2BX, UK. Tel: +44-114-221-0285; Fax: +44-114-279-6522; e-mail: journals@equinoxpub.com; Web site: www.equinoxpub.com |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2016 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Students, Writing Evaluation, Computer Assisted Testing, Writing Tests, Literary Genres, Writing Instruction, Writing Skills, Mixed Methods Research, Focus Groups, Teacher Attitudes, National Surveys, Required Courses, Prior Learning, Statistical Significance |
| Geographic Terms: | District of Columbia |
| ISSN: | 2056-9017 |
| 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. |
| Abstractor: | As Provided |
| Number of References: | 57 |
| Entry Date: | 2016 |
| Accession Number: | EJ1143728 |
| Database: | ERIC |
| 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. |
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| ISSN: | 2056-9017 |
