Students’ Experiences with an Automated Essay Scorer

Cassandra Scharber, Sara Dexter, Eric Riedel


The purpose of this research is to analyze preservice teachers’ use of and reactions to an automated essay scorer used within an online, case-based learning environment called ETIPS. Data analyzed include post-assignment surveys, a user log of students’ actions within the cases, instructor-assigned scores on final essays, and interviews with four selected students. These in-depth data about students’ reactions to and opinions of the ETIPS automated essay scorer help inform the field about users’ perceptions of automated scoring.


automated essay scoring; formative assessment; computer-based assessment; software; preservice teacher education

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