The early automated writing evaluation (eAWE) framework

Danielle S. McNamara, Panayiota Kendeou

Research output: Contribution to journalArticlepeer-review

3 Scopus citations


We propose a framework designed to guide the development of automated writing practice and formative evaluation and feedback for young children (K-5th grade)–the early Automated Writing Evaluation (early-AWE) Framework. e-AWE is grounded on the fundamental assumption that e-AWE is needed for young developing readers, but must incorporate advanced technologies inherent to AWE, speech recognition, and games. In line with interdisciplinary views on writing to support learners in the classroom, e-AWE must support a community of learners and interlace reading and writing instructional activities combined with feedback to use reading and writing strategies. The e-AWE Framework provides a guide for the development of tools that leverage and integrate cutting-edge technologies, some of which only recently have become widely available in educational settings. These tools can continue to provide usable and feasible means to offer high-quality automated writing practice and feedback to a diverse and large number of students.

Original languageEnglish (US)
Pages (from-to)150-182
Number of pages33
JournalAssessment in Education: Principles, Policy and Practice
Issue number2
StatePublished - 2022

Bibliographical note

Funding Information:
This paper was partially supported by the Institute of Education Sciences, U.S. Department of Education, through Grants R305A190050, R305A180261, and R305A170163, and by the Office of Naval Research Grants N00014-20-1-2623 and N00014-17-1-2300 to Arizona State University.

Publisher Copyright:
© 2022 Informa UK Limited, trading as Taylor & Francis Group.


  • Writing
  • automated writing assessment
  • awe
  • reading
  • writing development


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