Automated Writing Evaluation (AWE) provides automatic writing feedback and scoring to support student writing and revising. The purpose of the present study was to analyze a statewide implementation of an AWE software (n = 114,582) in grades 4-11. The goals of the study were to evaluate (a) to what extent AWE features were used, (b) if equity and access issues influenced AWE usage, and (c) if AWE usage was associated with writing performance on a large-scale state writing assessment. Descriptive statistics and hierarchical linear modeling were used to answer the research questions. Results indicated that the main feature of AWE (i.e., writing and revising essays) were used but some features (peer review and independent lessons) were underutilized. School and student level demographic variables explained little variance in AWE usage. AWE usage was statistically and positively associated with performance on a large-scale state writing assessment when controlling for prior performance and demographics. The study presents evidence that AWE can positively influence writing on a distal measure when implemented at-scale. Implications for large-scale AWE implementation are discussed.

自动写作评估 (AWE) 提供自动写作反馈和评分，以支持学生写作和修改。本研究的目的是分析 AWE 软件（n = 114,582）在 4-11 年级。该研究的目标是评估 (a) AWE 功能的使用程度，(b) 公平和访问问题是否影响 AWE 的使用，以及 (c) AWE 的使用是否与大规模状态写作的写作表现相关评估。描述性统计和分层线性模型用于回答研究问题。结果表明，AWE 的主要功能（即写作和修改论文）得到了利用，但一些功能（同行评审和独立课程）没有得到充分利用。学校和学生层面的人口统计变量解释了 AWE 使用的差异很小。在控制先前的表现和人口统计数据时，AWE 的使用与大规模状态写作评估的表现在统计上呈正相关。该研究提供的证据表明，当大规模实施时，AWE 可以对远端测量的写作产生积极影响。讨论了对大规模 AWE 实施的影响。