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ERIC Number: ED550737
Record Type: Non-Journal
Publication Date: 2010
Pages: 176
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2679-5161-8
Improvement of Writing at Grades 10 and 11: Does Automated Essay Scoring Software Help Students Improve Their Writing Skills?
Gollnitz, Deborah-Lee
ProQuest LLC, Ph.D. Dissertation, Oakland University
Writing skills are considered essential to lifelong success, yet experts cannot agree on one model or set of traits that distinguishes good writing from poor writing. Instructional strategies in developing student writing at the high school level need to include a means by which students receive immediate, specific feedback that acts as a scaffold in helping students reach metacognition when writing. This study investigated the use of automated essay scoring software that provides immediate feedback to writers. A quasi-experimental design using pretest and posttest writing samples from 158 Grade 10 and 11 students resulted in no significant difference in the performance of the treatment and control groups as measured by holistic scores assigned by human readers. Technology offers many benefits for students and teachers, but educational leaders must be thoughtful in investing resources in these tools. The benefits of automated essay scoring may be found in aspects of writing improvement that are outside the realm of holistic scores on standardized writing assessments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 10; Secondary Education; High Schools; Grade 11
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A