We recently sat down with our chief geek (Chief Technical Officer) Martin McKay to discuss all things writing, including how WriQ could be the new Fitbit for writing…
Researchers and educators have developed computer-based tools, such as automated writing evaluation (AWE) systems, to increase opportunities for students to produce natural language responses in a variety of contexts and subsequently to alleviate some of the pressures facing writing instructors due to growing class sizes
Central to our approach to deploying automated feedback tools for student writing, is ensuring that the tool is coherently integrated into the student activity.
Despite their importance for educational practice, reflective writings are still manually analysed and assessed, posing a constraint on the use of this educational technique.
UTS:CIC has released its Academic Writing Analytics infrastructure and pedagogical resources open source, to increase impact and accelerate innovation.
New piece based on Shibani’s PhD work on writing analytics, and the perspective of the educators in adopting and adapting a writing analytics technology and learning design to their contexts.
Gibson, A., Aitken, A., Sándor, Á., Buckingham Shum, S., Tsingos-Lucas, C. and Knight, S. (2017). Reflective Writing Analytics for Actionable Feedback.
Knight, S., Abel, S., Shibani, A., Goh, Y. K., Conijn, R., Gibson, A., Vajjala, S., Cotos, E., Sándor, Ágnes, & Buckingham Shum, S. (2020) | Journal of Learning Analytics