Modeling Student Evaluations of Writing and Authors as a Function of Writing Errors

Abstract

<jats:p>Writers are often judged by their audience, and these evaluations can encompass both the text and the authors. This study built upon prior research on writing evaluation and error perceptions to examine how interconnected or separable are these judgments. Using a within-subjects design, college students evaluated four essays demonstrating no errors, lower-level errors, higher-level errors, or both types. Evaluations included writing quality traits (e.g., conventions, ideas, organization, sentence fluency, and voice) and author characteristics (e.g., creativity, intelligence, generosity, and kindness). Exploratory factor analyses identified latent constructs within these ratings. One construct, Writing Quality and Skill, appeared to combine writing traits and authors’ intellectual ability (e.g., intelligence and knowledgeability). The second construct, Author Personality, seemed to comprise interpersonal author traits (e.g., kindness and loyalty). The two constructs were significantly and positively correlated. These results suggest that students tended to form holistic impressions of writing quality and authors rather than distinct judgments about individual traits. The spillover onto perceptions of authors’ personal characteristics may be representative of latent biases. Student raters were also more sensitive to lower-level errors than higher-level errors. Implications for biases and training related to peer assessment are discussed.</jats:p>

A systematic review of AI-based automated written feedback research

“…Our review also surfaced increasing research interest in the effects of AWF on constructs related to writing such as anxiety, self-efficacy, and motivation in accordance with Hayes's (1996) model of writing (e.g. Wilson & Roscoe, 2020), indicating the effects of AWF are multidimensional. Accordingly, future research should continue to explore these areas and provide a more comprehensive view of the effects of AWF.…”

An Analysis of Student's Error in Writing Ability Through Descriptive Text of Vii Grade of SMP N 4 Takengon

“…From the previous explanation and the researcher's experience of seeing students' writing skills in the field with the many mistakes students made, the researcher plans to analyze student errors and diagnose the difficulties they experience learning to write in class. Writing and writing evaluation is a complex process required in the development of substantial knowledge and meta-knowledge about language, text, genre, composition, and communication (Elton, 2010;Reiff & Bawarshi, 2011;Panadero & Jonsson, 2013;Olinghouse, Graham, & Gillespie, 2015;Wang & Engelhard, 2019in Roscoe et al, 2020. To see skills, detect and assess errors in writing, there are many ways and aspects that can be used, such as rules for spelling, grammar, and punctuation (Devitt, 2004;Hyland, 2007;Hacker & Sommers, 2016in Roscoe et al, 2020.…”

“…Writing and writing evaluation is a complex process required in the development of substantial knowledge and meta-knowledge about language, text, genre, composition, and communication (Elton, 2010;Reiff & Bawarshi, 2011;Panadero & Jonsson, 2013;Olinghouse, Graham, & Gillespie, 2015;Wang & Engelhard, 2019in Roscoe et al, 2020. To see skills, detect and assess errors in writing, there are many ways and aspects that can be used, such as rules for spelling, grammar, and punctuation (Devitt, 2004;Hyland, 2007;Hacker & Sommers, 2016in Roscoe et al, 2020.…”