Automated writing evaluation systems offer a promising approach to relieving the burden of giving formative feedback to students on their writing. What do teachers want to see in these systems so that the technology can be integrated into their teaching?
This American Educator Panels Data Note provides insights into secondary teachers' perceptions of their preparedness to teach and assess writing skills and their levels of support in the classroom.
An evaluation of the Nuffield Early Language Intervention observed 1,156 students across 193 schools through a randomised control trial. The study found the intervention added three months progress in language skills compared to non-participants.
We investigate students' implementation of the feedback messages they received in an automated writing evaluation system (eRevise) that aims to improve students' use of text evidence in their writing.
The authors describe an approach to using automated essay-scoring technologies to provide information about students' skills at marshaling text evidence in the upper elementary grades.
This paper presents the design and first classroom evaluation of eRevise, an Automated Writing Evaluation system for improving students' ability to use text evidence - a dimension of writing that is important for college and career readiness.
RAND Europe found in a UK randomised controlled trial that classes of primary school children randomly allocated to receive a technology-based education intervention using Microsoft's Immersive Reader performed as well as business-as-usual classes.
In this report, the authors present results describing early learning outcomes of children from three kindergarten classes who were eligible to participate in The Big Lift, a preschool-third-grade initiative that aims to boost reading proficiency.
Consistent evidence links neighborhood socioeconomic status with children's development outcomes. However, it is less clear whether or when neighborhoods are most strongly associated with children's outcomes.
The Big Lift preschool-third-grade initiative aims to boost children's reading proficiency. This second in a series of descriptive analyses shares follow-up data on 2016-2017 kindergarten class participants and initial data on 2017-2018 participants.
The Big Lift initiative aims to boost children's reading proficiency in San Mateo County, California. This second in a series of descriptive analyses shares follow-up data on the 2016-2017 kindergarten class and initial data for the 2017-2018 class.
The Big Lift, a learning initiative extending from preschool to third grade initiative in San Mateo County, aims to increase third grade reading proficiency in the county. As part of a Big Lift evaluation, this report focused on collective impact design and activity pillars.
English language arts teachers could increase their use of more complex, text-based practices if they received clearer guidance from states and districts about what is expected. They also need better supports and curriculum resources to engage in those approaches.
This paper presents an investigation of score prediction based on natural language processing for two targeted constructs within analytic text-based writing.
This brief summarizes results from RAND's descriptive analysis of participation rates and school readiness outcomes for children served in the first year of the Big Lift collective impact initiative.
The Big Lift is a learning initiative extending from preschool to third grade in San Mateo County, California. This report provides descriptive analyses of participation in Big Lift programs along with measures of kindergarten-readiness at school entry.
A high percentage of mathematics teachers report using instructional materials with some demonstrated evidence of alignment to Common Core State Standards. However, there is less evidence that state standards are playing a role in the materials English language arts teachers use.
