The Effect of Including Computerized Revision Extent Scores in Grading on Writing Revisions in Psychology Courses

Background We focused on Park's class method, a writing-to-learn approach that integrates writing, peer assessment, and revision activities as preparatory activities, all of which reflect in the grading. However, it did not account for the extent of revisions in grading, which hindered student motivation to revise. Therefore, we developed a revision extent scoring algorithm. Objective We aimed to examine the reliability of our algorithm and its effect on students’ revision behavior in an undergraduate psychology class. Method We analyzed essays of 86 undergraduate students from two psychology classes: one with the algorithm reflecting grades and one without. We compared the revision extent of two classes and analyzed the correlation between algorithm scores and human raters’ scores. Results A strong positive correlation between the algorithm scores and human raters’ scores demonstrated high reliability. Students in the class where the algorithm score included in the grade made more substantial revisions. Conclusion Integrating the Park's class method with our proposed algorithm enhances revision behavior, which could contribute to improved writing skills. Teaching Implications Results suggest that educators should consider incorporating a revision extent scoring algorithm into the grading of writing-to-learn psychology classes to help students revise more effectively, thereby enhancing their writing skills.