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Full-Text Articles in Bilingual, Multilingual, and Multicultural Education

Automated Writing Evaluation For Formative Assessment Of Second Language Writing: Investigating The Accuracy And Usefulness Of Feedback As Part Of Argument-Based Validation, Jim Ranalli, Stephanie Link, Evgeny Chukharev-Hudilainen Feb 2016

Automated Writing Evaluation For Formative Assessment Of Second Language Writing: Investigating The Accuracy And Usefulness Of Feedback As Part Of Argument-Based Validation, Jim Ranalli, Stephanie Link, Evgeny Chukharev-Hudilainen

English Publications

An increasing number of studies on the use of tools for automated writing evaluation (AWE) in writing classrooms suggest growing interest in their potential for formative assessment. As with all assessments, these applications should be validated in terms of their intended interpretations and uses. A recent argument-based validation framework outlined inferences that require backing to support integration of one AWE tool, Criterion, into a college-level English as a Second Language (ESL) writing course. The present research appraised evidence for the assumptions underlying two inferences in this argument. In the first of two studies, we assessed evidence for the evaluation inference ...


A Systemic Functional Perspective On Automated Writing Evaluation: Formative Feedback On Causal Discourse, Aysel Saricaoglu Jan 2015

A Systemic Functional Perspective On Automated Writing Evaluation: Formative Feedback On Causal Discourse, Aysel Saricaoglu

Graduate Theses and Dissertations

Making explanations is a very important communicative function in academic literacy; several disciplines including science are dominated by causal explanations (Mohan & Slater, 2004; Slater, 2004; Wellington & Osborne, 2001). For academic success, students need to write about causes and effects well with the help of their instructors, which means that formative assessment of causal discourse is necessary (Slater & Mohan, 2010). However, manual evaluation of causal discourse is time-consuming and impractical for writing instructors. For this reason, automated evaluation of causal discourse, which current automated writing evaluation (AWE) systems cannot perform, is required. Addressing these needs, this dissertation aimed to develop an automated causal ...


L1 Feedback In Automated Writing Evaluation: From Learners' Perspectives, Jayme Lynn Wilken Jan 2013

L1 Feedback In Automated Writing Evaluation: From Learners' Perspectives, Jayme Lynn Wilken

Graduate Theses and Dissertations

Learner attitudes and use of L1 glossed feedback in an automated writing evaluation program, Criterion®, were investigated in an intact IEP classroom setting. In this four week mixed methods study, students used Criterion®, to write and revise short essays and respond to surveys weekly. In addition, semi-structured interviews and screen capture videos were used with two focus participants. In weeks 1 and 3, students received English feedback (L2), but in weeks 2 and 4, students also received automated feedback in their native language (L1). Open coding was used to analyze the data (Esterberg, 2002).

Because glossed feedback has been shown ...