International Journal of Changes in Education

The research leading to the recommendations presented in this article was supported in part by Grant R305H170046 from the Institute of Education Sciences, U.S. Department of Education, to the University of Delaware. The opinions expressed in this paper
are those of the authors and do not represent the views of the Institute or the U.S. Department of Education, and no official endorsement by these agencies should be inferred.

• Graham, S. (2023). Writer(s)-within-community model of writing as a lens for studying the teaching of writing. In R. Horowitz (Ed.), The Routledge international handbook of research on writing (pp. 337–350). Routledge. https://doi.org/10.4324/9780429437991-27
• Graham, S., & Harris, K. R. (2017). Evidence-based writing practices: A meta-analysis of existing meta-analyses. In R. Fidalgo, K. R. Harris & M. Braaksma (Eds.), Design principles for teaching effective writing: Theoretical and empirical grounded principles (pp. 13–37). Brill. https://doi.org/10.1163/9789004270480_003
• National Center for Education Statistics. (2012). The Nation’s report card: Writing 2011 (NCES 2012–470). Retrieved from: https://nces.ed.gov/nationsreportcard/pdf/main2011/2012470.pdf
• Baker, N. L. (2014). “Get it off my stack”: Teachers’ tools for grading papers. Assessing Writing, 19, 36–50. https://doi.org/10.1016/j.asw.2013.11.005
• Shermis, M. D., & Wilson, J. (2024). The Routledge international handbook of automated essay evaluation. UK: Routledge.
• Cotos, E. (2023). Automated feedback on writing. In O. Kruse, C. Rapp, C. M. Anson, K. Benetos, E. Cotos, A. Devitt & A. Shibani (Eds.), Digital writing technologies in higher education: Theory, research, and practice (pp. 347–364). Springer. https://doi.org/10.1007/978-3-031-36033-6_22
• Deane, P. (2024). Automated writing trait analysis. In M. D. Shermis & J. Wilson (Eds.), The Routledge international handbook of automated essay evaluation (pp. 278–302). Routledge.
• Scherer, S., Graham, S., & Busse, V. (2024). How effective is feedback for L1, L2, and FL learners’ writing?A meta-analysis. Learning and Instruction, 93, 101961. https://doi.org/10.1016/j.learninstruc.2024.101961
• Wilson, J., & MacArthur, C. A. (2024). Exploring the role of automated writing evaluation as a formative assessment tool supporting self-regulated learning in writing. In M. D. Shermis & J. Wilson (Eds.), The Routledge international handbook of automated essay evaluation (pp. 197–220). Routledge. https://doi.org/10.4324/9781003397618-14
• Fu, Q. K., Zou, D., Xie, H., & Cheng, G. (2024). A review of AWE feedback: Types, learning outcomes, and implications. Computer Assisted Language Learning, 37(1–2), 179–221.https://doi.org/10.1080/09588221.2022.2033787
• Hockly, N. (2019). Automated writing evaluation. ELT Journal, 73(1), 82–88. https://doi.org/10.1093/elt/ccy044
• Shi, Z., Liu, F., Lai, C., & Jin, T. (2022). Enhancing the use of evidence in argumentative writing through collaborative processing of content-based automated writing evaluation feedback. Language Learning & Technology, 26(2), 106–128. https://doi.org/10125/73481
• Butterfuss, R., Roscoe, R. D., Allen, L. K., McCarthy, K. S., & McNamara, D. S. (2022). Strategy uptake in writing pal: Adaptive feedback and instruction. Journal of Educational Computing Research, 60(3), 696–721. https://doi.org/10.1177/07356331211045304
• Fang, Y., Roscoe, R. D., & McNamara, D. S. (2023). Artificial intelligence-based assessment in education. In B. du Boulay, A. Mitrovic & K. Yacef (Eds.), Handbook of artificial intelligence in education (pp. 485–504). Edward Elgar Publishing. https://doi.org/10.4337/9781800375413.00033
• Keller-Margulis, M. A., Mercer, S. H., & Matta, M. (2021). Validity of automated text evaluation tools for written expression curriculum-based measurement: A comparison study. Reading and Writing, 34(10), 2461–2480. https://doi.org/10.1007/s11145-021-10153-6
• Mercer, S. H., Cannon, J. E., Squires, B., Guo, Y., & Pinco, E. (2021). Accuracy of automated written expression curriculum based measurement scoring. Canadian Journal of School Psychology, 36(4), 304–317. https://doi.org/10.1177/0829573520987753
• Grimes, D., & Warschauer, M. (2010). Utility in a fallible tool: A multi-site case study of automated writing evaluation. The Journal of Technology, Learning, and Assessment, 8(6), 1–44.
• Perelman, L. (2020). The BABEL generator and e-rater: 21st century writing constructs and automated essay scoring (AES). Journal of Writing Assessment, 13(1), 1–9.
• Deane, P. (2013). On the relation between automated essay scoring and modern views of the writing construct. Assessing Writing, 18(1), 7–24. https://doi.org/10.1016/j.asw.2012.10.002
• Barrot, J. S. (2024). Trends in automated writing evaluation systems research for teaching, learning, and assessment: A bibliometric analysis. Education and Information Technologies, 29, 7155–7199. https://doi.org/10.1007/s10639-023-12083-y
• Shi, H., & Aryadoust, V. (2023). A systematic review of automated writing evaluation systems. Education and Information Technologies, 28(1), 771–795. https://doi.org/10.1007/s10639-022-11200-7
• Li, Z. (2021). Teachers in automated writing evaluation (AWE) system-supported ESL writing classes: Perception, implementation, and influence. System, 99, 102505. https://doi.org/10.1016/j.system.2021.102505
• Kellogg, R. T., Whiteford, A. P., & Quinlan, T. (2010). Does automated feedback help students learn to write? Journal of Educational Computing Research, 42(2), 173–196. https://doi.org/10.2190/EC.42.2.c
• Fleckenstein, J., Liebenow, L. W., & Meyer, J. (2023). Automated feedback and writing: A multi-level metaanalysis of effects on students’ performance. Frontiers in Artificial Intelligence, 6, 1162454. https://doi.org/10.3389/frai.2023.1162454
• Li, R. (2023). Still a fallible tool? Revisiting effects of automated writing evaluation from activity theory perspective. British Journal of Educational Technology, 54(3), 773–789. https://doi.org/10.1111/bjet.13294
• Ngo, T. T. N., Chen, H. H. J., & Lai, K. K. W. (2024). The effectiveness of automated writing evaluation in EFL/ESL writing: A three level meta-analysis. Interactive Learning Environments, 32(2), 727–744. https://doi.org/10.1080/10494820.2022.2096642
• Nunes, A., Cordeiro, C., Limpo, T., & Castro, S. L. (2022). Effectiveness of automated writing evaluation systems in school settings: A systematic review of studies from 2000 to 2020. Journal of Computer Assisted Learning, 38(2), 599–620. https://doi.org/10.1111/jcal.12635
• Palermo, C., & Thomson, M. M. (2018). Teacher implementation of self-regulated strategy development with an automated writing evaluation system: Effects on the argumentative writing performance of middle school students. Contemporary Educational Psychology, 54, 255–270. https://doi.org/10.1016/j.cedpsych.2018.07.002
• Stevenson, M., & Phakiti, A. (2014). The effects of computergenerated feedback on the quality of writing. Assessing Writing, 19, 51–65. https://doi.org/10.1016/j.asw.2013.11.007
• Link, S., Mehrzad, M., & Rahimi, M. (2022). Impact of automated writing evaluation on teacher feedback, student revision, and writing improvement. Computer Assisted Language Learning, 35(4), 605–634. https://doi.org/10.1080/09588221.2020.1743323
• Wang, E. L., Matsumura, L. C., Correnti, R., Litman, D., Zhang, H., Howe, E., ..., & Quintana, R. (2020). eRevis(ing): Students’ revision of text evidence use in an automated writing evaluation system. Assessing Writing, 44, 100449. https://doi.org/10.1016/j.asw.2020.100449
• Zhu, M., Liu, O. L., & Lee, H. S. (2020). The effect of automated feedback on revision behavior and learning gains in formative assessment of scientific argument writing. Computers & Education, 143, 103668. https://doi.org/10.1016/j.compedu.2019.103668
• Bai, L., & Hu, G. (2017). In the face of fallible AWE feedback: How do students respond? Educational Psychology, 37(1), 67–81. https://doi.org/10.1080/01443410.2016.1223275
• Conference onCollegeComposition andCommunication. (2022). Writing assessment: A position statement. Retrieved from: https://cccc.ncte.org/cccc/resources/positions/writingassessment
• American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing (Standard No. xxx). American Educational Research Association.
• Wilson, J., Ahrendt, C., Fudge, E. A., Raiche, A., Beard, G., & MacArthur, C. A. (2021). Elementary teachers’ perceptions of automated feedback and automated scoring: Transforming the teaching and learning of writing using automated writing evaluation. Computers & Education, 168, 104208. https://doi.org/10.1016/j.compedu.2021.104208
• Mayfield, E., & Butler, S. (2018). District wide implementations outperform isolated use of automated feedback in high school writing. In Proceedings of the International Conference of the Learning Sciences, 23–27.
• MacArthur, C. A., Traga Philippakos, Z. A., May, H., & Compello, J. (2022). Strategy instruction with self-regulation in college developmental writing courses: Results from a randomized experiment. Journal of Educational Psychology, 114(4), 815–832. https://doi.org/10.1037/edu0000705
• Hayes, J. R. (1996). A new framework for understanding cognition and affect in writing. In C. M. Levy & S. Ransdell (Eds.), The science of writing: Theories, methods, individual differences, and applications (pp. 1–27). Routledge.
• Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31. https://doi.org/10.1007/s11092-008-9068-5
• Ranalli, J. (2021). L2 student engagement with automated feedback on writing: Potential for learning and issues of trust. Journal of Second Language Writing, 52, 100816. https://doi.org/10.1016/j.jslw.2021.100816
• Harris, K. R., & McKeown, D. (2022). Overcoming barriers and paradigm wars: Powerful evidence-based writing instruction. Theory into Practice, 61(4), 429–442. https://doi.org/10.1080/00405841.2022.2107334
• Barrot, J. S. (2023). Using automated written corrective feedback in the writing classrooms: Effects on L2 writing accuracy. Computer Assisted Language Learning, 36(4), 584–607. https://doi.org/10.1080/09588221.2021.1936071
• Nunes, A., Cordeiro, C., Rocha, R., Limpo, T., & Castro, S. L. (2024). “Breath, plan, write, and evaluate”: The effects of an SRSD intervention and instructional feedback on 4th graders’ writing and motivation. Frontiers in Education, 9, 1305771. https://doi.org/10.3389/feduc.2024.1305771
• Wijekumar, K., McKeown, D., Zhang, S., Lei, P. W., Hruska, N., & Pirnay-Dummer, P. (2024). We write automated scoring: Using ChatGPT for scoring in large-scale writing research projects. In M. D. Shermis & J. Wilson (Eds.), The Routledge international handbook of automated essay evaluation (pp. 178–194). Routledge. https://doi.org/10.4324/9781003397618-12
• Patthey-Chavez, G. G., & Ferris, D. R. (1997). Writing conferences and the weaving of multi-voiced texts in college composition. Research in the Teaching of English, 31(1), 51–90. https://doi.org/10.58680/rte19973872
• Dujinhower, H., Prins, F. J., & Stokking, K. M. (2012). Feedback providing improvement strategies and reflection on feedback use: Effects on students’ writing motivation, process, and performance. Learning and Instruction, 22(3), 171–184. https://doi.org/10.1016/j.learninstruc.2011.10.003
• Matsumura, L. C., Patthey-Chavez, G. G., Valdés, R., & Garnier, H. (2002). Teacher feedback, writing assignment quality, and third-grade students’ revision in lower and higher-achieving urban schools. The Elementary School Journal, 103(1), 3–25. https://doi.org/10.1086/499713
• Biber, D., Nekrasova, T., & Horn, B. (2011). TOEFL iBT™ research report: The effectiveness of feedback for L1-English and L2-writing development: A meta-analysis. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1111175.pdf
• Zhang, Z., & Hyland, K. (2022). Fostering student engagement with feedback: An integrated approach. Assessing Writing, 51, 100586. https://doi.org/10.1016/j.asw.2021.100586
• Friedrich, L. (2019). Setting up the writing classroom. In S. Graham, C. A. MacArthur & M. Hebert (Eds.), Best practices in writing instruction (3rd ed., pp. 31–50). The Guilford Press.
• Philippakos, Z. A. (2017). Giving feedback: Preparing students for peer review and self-evaluation. The Reading Teacher, 71(1), 13–22. https://doi.org/10.1002/trtr.1568
• Patchan, M. M., & Schunn, C. D. (2016). Understanding the effects of receiving peer feedback for text revision: Relations between author and reviewer ability. Journal of Writing Research, 8(2), 227–265. https://doi.org/10.17239/jowr-2016.08.02.03
• Li, W. Y., Kau, K., & Shiung, Y. J. (2023). Pedagogic exploration into adapting automated writing evaluation and writing classes. Sage Open, 13(4), 21582440231209087. https://doi.org/10.1177/21582440231209087
• Liaqat, A., Munteanu, C., & Demmans Epp, C. (2021). Collaborating with mature English language learners to combine peer and automated feedback: A user-centered approach to designing writing support. International Journal of Artificial Intelligence in Education, 31(4), 638–679. https://doi.org/10.1007/s40593-020-00204-4
• Ferretti, R. P., Lewis, W. E., & Andrews-Weckerly, S. (2009). Do goals affect the structure of students’ argumentative writing strategies. Journal of Educational Psychology, 101(3), 577–589. https://doi.org/10.1037/a0014702
• Chung, H. Q., Chen, V., & Olson, C. B. (2021). The impact of self-assessment, planning and goal setting, and reflection before and after revision on student self-efficacy and writing performance. Reading and Writing, 34(7), 1885–1913. https://doi.org/10.1007/s11145-021-10186-x
• Camacho, A., Alves, R. A., & Boscolo, P. (2021). Writing motivation in school: A systematic review of empirical research in the early twenty-first century. Educational Psychology Review, 33(1), 213–247. https://doi.org/10.1007/s10648-020-09530-4
• Cordeiro, C., Limpo, T., Olive, T., & Castro, S. L. (2020). Do executive functions contribute to writing quality in beginning writers? A longitudinal study with second graders. Reading and Writing, 33(4), 813–833. https://doi.org/10.1007/s11145-019-09963-6
• Harris, K. R., Camping, A., & McKeown, D. (2023). A review of research on professional development for multicomponent strategy-focused writing instruction: Knowledge gained and challenges remaining. In F. de Smedt, R. Bouwer, T. Limpo & S. Graham (Eds.), Conceptualizing, designing, implementing, and evaluating writing interventions (pp. 101–136). Brill. https://doi.org/10.1163/9789004546240_007

APA

Wilson, J., Cordero, T. C., Potter, A., Myers, M., MacArthur, C. A., Beard, G., Fudge, E. A., Raiche, A., & Ahrendt, C. (2025). Recommendations for Integrating Automated Writing Evaluation with Evidence-Based Instructional Practices. International Journal of Changes in Education, 2(1), 46-54. https://doi.org/10.47852/bonviewIJCE42024011

Vancouver

Wilson J, Cordero TC, Potter A, Myers M, MacArthur CA, Beard G, et al. Recommendations for Integrating Automated Writing Evaluation with Evidence-Based Instructional Practices. International Journal of Changes in Education. 2025;2(1):46-54. https://doi.org/10.47852/bonviewIJCE42024011

AMA

Wilson J, Cordero TC, Potter A, et al. Recommendations for Integrating Automated Writing Evaluation with Evidence-Based Instructional Practices. International Journal of Changes in Education. 2025;2(1), 46-54. https://doi.org/10.47852/bonviewIJCE42024011

Chicago

Wilson, Joshua, Tania Cruz Cordero, Andrew Potter, Matthew Myers, Charles A. MacArthur, Gaysha Beard, Emily A. Fudge, Alexandria Raiche, and Cristina Ahrendt. "Recommendations for Integrating Automated Writing Evaluation with Evidence-Based Instructional Practices". International Journal of Changes in Education 2025 2 no. 1 (2025): 46-54. https://doi.org/10.47852/bonviewIJCE42024011

Harvard

Wilson, J., Cordero, T. C., Potter, A., Myers, M., MacArthur, C. A., Beard, G., . . . Ahrendt, C. (2025). Recommendations for Integrating Automated Writing Evaluation with Evidence-Based Instructional Practices. International Journal of Changes in Education, 2(1), pp. 46-54. https://doi.org/10.47852/bonviewIJCE42024011

MLA

Wilson, Joshua et al. "Recommendations for Integrating Automated Writing Evaluation with Evidence-Based Instructional Practices". International Journal of Changes in Education, vol. 2, no. 1, 2025, pp. 46-54. https://doi.org/10.47852/bonviewIJCE42024011