AcaWriter: designing automated feedback on writing that teachers and students trust

Aileen Shibani Michael Xavier, A

AcaWriter: designing automated feedback on writing that teachers and students trust

Aileen Shibani Michael Xavier, A

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Publisher:: Society for Learning Analytics Research
Publication Type:: Internet Publication
Citation:: 2020
Issue Date:: 2020-11-20

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Field	Value	Language
dc.contributor.author	Aileen Shibani Michael Xavier, A https://orcid.org/0000-0003-4619-8684
dc.date.accessioned	2023-03-31T12:36:10Z
dc.date.available	2023-03-31T12:36:10Z
dc.date.issued	2020-11-20
dc.identifier.citation	2020
dc.identifier.uri	http://hdl.handle.net/10453/169030
dc.description.abstract	We know feedback is of paramount importance to help students learn to write and improve their writing skills, but providing good formative feedback is a lot of work for educators. In this blog post, I’ll share what we’re learning about the effective use of automated feedback tools in teaching.
dc.format	Blog Post
dc.language	en
dc.publisher	Society for Learning Analytics Research
dc.rights	info:eu-repo/semantics/openAccess
dc.rights	© 2023 Society for Learning Analytics Research (SoLAR). Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution 4.0 International License.
dc.title	AcaWriter: designing automated feedback on writing that teachers and students trust
dc.type	Internet Publication
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Provost
pubs.organisational-group	/University of Technology Sydney/Provost/TD School
utslib.copyright.status	open_access	*
dc.date.updated	2023-03-31T12:36:07Z
pubs.publication-status	Published

Abstract:

We know feedback is of paramount importance to help students learn to write and improve their writing skills, but providing good formative feedback is a lot of work for educators. In this blog post, I’ll share what we’re learning about the effective use of automated feedback tools in teaching.

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http://hdl.handle.net/10453/169030