The Role of Automated Feedback on Student Writing in Secondary English Language Arts

Date of Award

Winter 12-20-2018

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction

Department

Graduate Studies

Committee Chair

Matthew Dass

Keywords

writing, automated feedback, Revision Assistant, revision

Abstract

Abstract

The purpose of this study was to determine whether the combined use of automated feedback provided by Revision Assistant in addition to teacher feedback will help high school senior composition students to become better writers after engaging in the revision process. One writing task was assigned before the unit began to establish students' initial writing levels and one was be assigned after the writing unit concluded. Between these tasks, students integrated automated feedback provided by Revision Assistant as well as feedback provided by their instructor to revise their initial writing. Student writing scores and surveys administered to students and teachers were used to collect data. Writing data results showed overall growth in student writing when automated feedback was used in addition to teacher feedback during the revision of the first prompt. However, there was no evidence of transfer knowledge between the two writing prompts. Survey results showed mixed attitudes from both teachers and students about using Revision Assistant in the classroom. Automated feedback programs like Revision Assistant have the potential to help teachers focus their instruction to better help all students become stronger writers through revision.

Keywords: writing, automated feedback, Revision Assistant, revision

Abstract only: No full text available.

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