The Effect of Automated Essay Scoring Prompting Programs on High School Student's Writing Proficiencies
Abstract: The investigation compared the effects of a generic automated essay practice program (Writing Roadmap, 2.0) and a specific online automated essay practice program (Westest 2 Practice) on a state level, summative writing assessment: Westest 2 Online Writing Exam. Additionally, potential effects for gender were examined. Participants were 380, 11th graders sampled from a statewide pool of 6,500 students. The summative assessment included ranked scores for five analytic traits: organization, development, sentence structure, word choice/grammar usage, and mechanics. Trait scores were translated into composite scores ranging from 0 to 30, indicating a level of student writing ranked between Novice/Minimal and Distinguished. Results were no differences in mean scores between the practice prompt conditions and no significance on the state assessment. A separate analysis of analytic traits favored girls for development (p .018), sentence structure (p .048) and organization (p.044).