Exploring the Role of Automated Writing Evaluation as a Formative Assessment Tool Supporting Self-Regulated Learning in Writing

This chapter explores the potential of Automated Writing Evaluation (AWE) as a formative assessment tool to support students' self-regulated learning in writing. We begin by establishing the relationship between writing development, self-regulation, and formative assessment, specifically focusing on the five formative assessment activities proposed by Black and Wiliam. We examine the existing evidence regarding the effectiveness of AWE in facilitating each of these formative assessment activities and its potential to foster students' self-regulated learning in writing. Additionally, we highlight areas for future research and development in the field of AWE.