The Early Automated Writing Evaluation (eAWE) Framework

Autor/inn/en	McNamara, Danielle S.; Kendeou, Panayiota
Titel	The Early Automated Writing Evaluation (eAWE) Framework
Quelle	In: Assessment in Education: Principles, Policy & Practice, 29 (2022) 2, S.150-182 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McNamara, Danielle S.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2022.2037509
Schlagwörter	Writing Evaluation; Automation; Formative Evaluation; Feedback (Response); Elementary School Students; Reading Strategies; Writing Strategies; Technology Integration + Suchen Sie Ihr Suchwort? Reading strategy; Leselernstufe; Lesetechnik; Schreibtechnik
Abstract	We propose a framework designed to guide the development of automated writing practice and formative evaluation and feedback for young children (K-5th grade) -- the early Automated Writing Evaluation (early-AWE) Framework. e-AWE is grounded on the fundamental assumption that e-AWE is needed for young developing readers, but must incorporate advanced technologies inherent to AWE, speech recognition, and games. In line with interdisciplinary views on writing to support learners in the classroom, e-AWE must support a community of learners and interlace reading and writing instructional activities combined with feedback to use reading and writing strategies. The e-AWE Framework provides a guide for the development of tools that leverage and integrate cutting-edge technologies, some of which only recently have become widely available in educational settings. These tools can continue to provide usable and feasible means to offer high-quality automated writing practice and feedback to a diverse and large number of students. [For the corresponding grantee submission, see ED619944.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01