DIGITAL ASSESSMENT TOOLS FOR EVALUATING WRITING SKILLS IN HIGHER EDUCATION
Keywords:
Digital assessment tools, automated writing evaluation (awe), Artificial Intelligence, writing assessment, higher education, chatgpt, academic writing, generative ai, feedback.Abstract
The rapid development of digital technologies and artificial intelligence has significantly transformed writing assessment practices in higher education. Digital assessment tools, including Automated Writing Evaluation (AWE) systems such as Grammarly, Pigai, Turnitin, and AI-powered platforms like ChatGPT, have become increasingly important in evaluating students’ writing skills. The present article examines the role of digital assessment tools in enhancing writing instruction and assessment in higher education contexts. It discusses the benefits of automated writing evaluation, including efficiency, personalized feedback, reduced teacher workload, and support for English as a Foreign Language (EFL) and English as a New Language (ENL) learners. At the same time, the article explores significant challenges related to reliability, validity, ethical concerns, academic integrity, algorithmic bias, and over-dependence on AI-generated content.
References
1. Buckingham Shum, S., Sándor, Á., Goldsmith, R., Bass, R., & McWilliams, M. (2017). Reflective writing analytics for actionable feedback. Journal of Learning Analytics, 4(1), 15–36.
2. Ferretti, R., & Lewis, W. E. (2019). Best practices in teaching argumentative writing. In The Cambridge Handbook of Cognition and Education (pp. 280–300). Cambridge University Press.
3. Godwin-Jones, R. (2022). Emerging technologies: Automated writing evaluation and AI in second language writing. Language Learning & Technology, 26(1), 1–15.
4. Haswell, R. (2000). Documenting improvement in college writing: A longitudinal approach. Written Communication, 17(3), 307–352.
5. Ullmann, T. D. (2019). Automated analysis of reflection in writing: A review of computational approaches. Educational Technology Research and Development, 67(1), 1–28.
6. Wilson, J., & Czik, A. (2016). Automated essay evaluation software in English language arts classrooms. Journal of Technology and Teacher Education, 24(2), 155–174.
7. Zhu, W. (2001). Performing argumentative writing in English: Difficulties faced by ESL students. TESOL Quarterly, 35(1), 1–25.
8. Ramazonova F. A. O‘Z O‘ZINI BAHOLASH, TENGDOSHLAR BAHOSI VA O‘QITUVCHI BAHOLASHINING AKADEMIK YOZUVDAGI O‘RNI VA O‘ZARO BOG‘LIQLIGI //KONFERENSIYA. – 2025. – Т. 1. – №. 1. – С. 302-308.
