Integrating Process and Product Data: The Case of an Automated Writing Evaluation System
نویسندگان
چکیده
We explore how data generated by an online formative automated writing evaluation tool can help connect student writing product and processes, and thereby provide evidence for improvement in student writing. Data for 12,337 8th grade students were retrieved from the Criterion database and analyzed using statistical methods. The data primarily consisted of automated holistic scores on the student writing samples, and the number of attempts on a writing assignment. The data revealed trends of positive association between the number of revisions and the mean writing scores. User logs were sparse to support study of additional behaviors related to the writing processes of planning and editing, and their relation to the writing scores. Implications for enhancing automated scoring based feedback with learner analytics based information are discussed.
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