Teachers' years of experience and most self-reported instructional practices did not significantly predict students' AES-measured writing growth¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Growth was unrelated to teachers' years of experience, reported instructional practices, felt preparedness, and beliefs that students enjoyed writing. → Greene Nolan 2023 q2 i? Growth trended negative, though not significantly, when teachers reported more frequent writing opportunities, writing-process teaching, feedback, and revisions. → Greene Nolan 2023 (2)

Evidence¶

Greene Nolan 2023¶

Greene Nolan, H. L., & Vang, M. C. (2023). Automated essay scoring in middle school writing: Understanding key predictors of students' growth and comparing artificial intelligence- and teacher-generated scores and feedback. Digital Promise. https://doi.org/10.51388/20.500.12265/187

q2 · i? · associational · r2

HLM models regressed the four student growth outcomes on 35 teachers' pre-implementation survey items (2,308 students); no significant coefficients emerged for experience, practices, preparedness, or enjoyment beliefs.

"Students' growth in writing was unrelated in our analyses to teachers' years of experience, to their reported instructional practices, to how prepared they felt for teaching writing, and to how much they thought their students enjoyed writing."

Greene Nolan 2023 (2)¶

Greene Nolan, H. L., & Vang, M. C. (2023). Automated essay scoring in middle school writing: Understanding key predictors of students' growth and comparing artificial intelligence- and teacher-generated scores and feedback. Digital Promise. https://doi.org/10.51388/20.500.12265/187

q2 · i? · associational · r2

The same survey-predictor models showed non-significant negative trends for frequency-based practice items; the article reports these as "not significant" with no effect sizes printed.

"Although not significant, our results showed growth trending negative when teachers reported engaging in more frequent writing opportunities, more frequent teaching of the writing process, more frequent feedback, and more frequent revisions."

Discussion¶

Related Claims¶

• Middle school students with the lowest baseline argumentative-writing scores showed the largest growth across essay attempts on an AES platform, while mid- and high-baseline students showed limited or no significant change — related
• Teachers' belief that their students were ready for argumentative writing significantly predicted student growth within the first prompt — reports the opposite
• Student teachers' self-assessed preparedness did not predict first-year effectiveness (r = 0.03), while mentor teachers' ratings of student teachers did (r = 0.24) — related
• Teachers' confidence in teaching students to order reasons and evidence logically significantly predicted student writing growth within the first and second prompts — related