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| Title | From Scoring to Collaborating: A Scoping Review of Automated Writing Evaluation for Argumentative Writing in Higher Education |
| Authors | Valentina Aravena, Nelson Baloian, Claudio Alvarez, Gustavo Zurita |
| Publication date | 2026 |
| Abstract | Automated Writing Evaluation (AWE) is shifting from tools that merely score essays toward systems that participate in students' writing processes. This scoping review maps that shift for argumenta-tive writing in higher education, asking how AWE technologies evaluate argumentation, how students engage with automated feedback, and what design tensions arise when these systems are treated as part of human-AI collaboration. Following the PRISMA-ScR guidelines, we synthesize 40 peer-reviewed studies (2019-2025) retrieved from Web of Science and Scopus. We find a clear technological progression--from feature-based machine learning to deep learning and Large Language Models (LLMs)-- that trades interpretability for richer, dialogic feedback. Students, in turn, engage in recursive revision cycles and increasingly treat auto-mated feedback as one voice alongside peers and instructors, although this engagement is strongly mediated by linguistic proficiency and con-strained by vague global feedback, limited domain knowledge, andapotentiallossofauthorialvoice.Ourcontributionisthreefold:wereframeAES/AW Eascomponentsoffeedbackecosystemsratherthanisolatedscoringengines;wecharacte rizehowautomatedfeedbackmediatesitertiverevisiontogetherwithpeerandteacherfe edback;andwesurfacedesigntensionsaroundagency,interpretability,andequity.Wec oncludethatadvancingAWErequiresbridgingtechnicalprecisionwithpedagog-icalint erpretability,positioningthesesystemsascollaborators--notjustevaluato rs--inargumentativewriting. |
| Pages | 139-155 |
| Conference name | International Conference in Collaboration Technologies |
| Publisher | Springer-Verlag (Berlin/Heidelberg, Germany) |
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