Provide strategies and supports for improving automated writing feedback tools to meet teacher and student needs¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The brief offers strategies for improving automated writing feedback tools so they better meet the needs of teachers and students, aimed at tool developers, instructional support staff, and curriculum developers. It draws these strategies from implementation studies of Ecree and MI Write, noting that "Regular and tailored support helped teachers better understand how to integrate Ecree and MI Write into their teaching." The strategies address both tool design and classroom integration.

Design Implications¶

Context¶

Requirements¶

• Tool developers and instructional support staff must act on the brief's implementation takeaways to improve tools and integration supports.

Constraints¶

• Findings come from two studies whose school contexts and participating students and teachers differed across the two tools, in grade 7–11 ELA classrooms in the 2021–2022 school year.

Target Learners¶

• Grade 7–11 English language arts students

Target Learning Goals¶

• Improving student writing through automated feedback tools

Related Strategies¶

• Provide school and district leader support strategies when adopting automated writing feedback tools like Ecree
• Use automated writing feedback tools like Ecree to support writing in middle and high school English language arts classrooms
• Support effective data use by offering targeted recommendations and strategies to state officials, district-level staff, and system developers

Examples¶

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Key Sources¶

• Connor Rooney, Adam Dunn. (2023). Using Automated Writing Feedback Tools in the Classroom: Research Insights for Tool Designers and Instructional Support Teams. Mathematica. https://www.mathematica.org/publications/using-automated-writing-feedback-tools-in-the-classroom-research-insights-for-tool-designers