Richard Correnti — Publications

Supporting Students' Text-Based Evidence Use Via Formative Automated Writing and Revision Assessment

2024
Using Large Language Models to Assess Young Students' Writing Revisions

2024
Predicting the Quality of Revisions in Argumentative Writing

2023
Tasks and Feedback: An Exploration of Students' Opportunity to Develop Adaptive Expertise for Analytic Text-Based Writing

2023
Building a Validity Argument for an Automated Writing Evaluation System (eRevise) as a Formative Assessment

2022
Contributions to Research on Automated Writing Scoring and Feedback Systems

2022
Designing Automated Writing Evaluation Systems for Ambitious Instruction and Classroom Integration

2022
A Fairness Evaluation of Automated Methods for Scoring Text Evidence Usage in Writing

2021
Annotation and Classification of Evidence and Reasoning Revisions in Argumentative Writing

2020
eRevis(ing): Students' Revision of Text Evidence Use in an Automated Writing Evaluation System

2020
Automated Scoring of Students' Use of Text Evidence in Writing

2019
eRevise: Using Natural Language Processing to Provide Formative Feedback on Text Evidence Usage in Student Writing

2019
Student Writing Accepted as High-Quality Responses to Analytic Text-Based Writing Tasks

2018
Assessing Students' Use of Evidence and Organization in Response-to-Text Writing: Using Natural Language Processing for Rubric-Based Automated Scoring

2017
Making a CASE: Improving Use of Text Evidence in Students' Writing

2017
Written Feedback to Support Students' Higher Level Thinking About Texts in Writing

2017
Text-based Writing Assignments for College Readiness

2016

U.S. research divisions

International research divisions

Richard Correnti — Publications

Supporting Students' Text-Based Evidence Use Via Formative Automated Writing and Revision Assessment

Using Large Language Models to Assess Young Students' Writing Revisions

Predicting the Quality of Revisions in Argumentative Writing

Tasks and Feedback: An Exploration of Students' Opportunity to Develop Adaptive Expertise for Analytic Text-Based Writing

Building a Validity Argument for an Automated Writing Evaluation System (eRevise) as a Formative Assessment

Contributions to Research on Automated Writing Scoring and Feedback Systems

Designing Automated Writing Evaluation Systems for Ambitious Instruction and Classroom Integration

A Fairness Evaluation of Automated Methods for Scoring Text Evidence Usage in Writing

Annotation and Classification of Evidence and Reasoning Revisions in Argumentative Writing

eRevis(ing): Students' Revision of Text Evidence Use in an Automated Writing Evaluation System

Automated Scoring of Students' Use of Text Evidence in Writing

eRevise: Using Natural Language Processing to Provide Formative Feedback on Text Evidence Usage in Student Writing

Student Writing Accepted as High-Quality Responses to Analytic Text-Based Writing Tasks

Assessing Students' Use of Evidence and Organization in Response-to-Text Writing: Using Natural Language Processing for Rubric-Based Automated Scoring

Making a CASE: Improving Use of Text Evidence in Students' Writing

Written Feedback to Support Students' Higher Level Thinking About Texts in Writing

Text-based Writing Assignments for College Readiness