Corey Palermo
Biographic Data
| ID | 5182117 |
|---|---|
| NAME | Corey Palermo |
| GIVEN NAMES | Corey |
| FAMILY NAME | Palermo |
| SIGNATURE | PALERMO C |
| AFFILIATIONS | Measurement Incorporated |
| ORCID | 0000-0003-1921-5127 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Accuracy and fairness of generative AI in automated essay scoring
This study examines the accuracy and fairness of generative AI–based automated essay scoring (AES) in a developmentally emergent writing context, compared with a feature-based scoring engine and human ratings. Despite growing interest in generative AI for AES, limited research has examined model performance in early-grade writing, where linguistic and transcription skills are still developing. Using 1768 essays from Grades 3–4, we evaluated GPT-4…
Impact of Automated Writing Evaluation (AWE) on Middle School Students’ Writing Outcomes
This study used a randomized, controlled trial to assess the impact of the automated writing evaluation system MI Write on middle school students from traditionally underserved groups, including Black and Hispanic/Latinx students and those experiencing poverty. The research focused on whether students who used MI Write for one school year (n = 1,260) showed improved argumentative writing performance, increased self-efficacy, greater enjoyment of …
Predictors of middle school students’ perceptions of automated writing evaluation
We summarize students' perceptions of MI Write's usability, usefulness, and desirability both quantitatively and qualitatively. We then estimate hierarchical entry regression models that account for district context, classroom climate, demographic factors (i.e., gender, special education status, limited English proficiency status, socioeconomic status, grade), students' writing-related beliefs and affect, and students' writing proficiency as pred…
Preservice teachers' understanding of their professional goals
Preservice teachers' understanding of their professional goals
Predictors of middle school students’ perceptions of automated writing evaluation
We summarize students' perceptions of MI Write's usability, usefulness, and desirability both quantitatively and qualitatively. We then estimate hierarchical entry regression models that account for district context, classroom climate, demographic factors (i.e., gender, special education status, limited English proficiency status, socioeconomic status, grade), students' writing-related beliefs and affect, and students' writing proficiency as pred…
Accuracy and fairness of generative AI in automated essay scoring
This study examines the accuracy and fairness of generative AI–based automated essay scoring (AES) in a developmentally emergent writing context, compared with a feature-based scoring engine and human ratings. Despite growing interest in generative AI for AES, limited research has examined model performance in early-grade writing, where linguistic and transcription skills are still developing. Using 1768 essays from Grades 3–4, we evaluated GPT-4…
Impact of Automated Writing Evaluation (AWE) on Middle School Students’ Writing Outcomes
This study used a randomized, controlled trial to assess the impact of the automated writing evaluation system MI Write on middle school students from traditionally underserved groups, including Black and Hispanic/Latinx students and those experiencing poverty. The research focused on whether students who used MI Write for one school year (n = 1,260) showed improved argumentative writing performance, increased self-efficacy, greater enjoyment of …
Mathematics education (2 works) · Perception (2 works) · Psychology (2 works) · Writing and Handwriting Education (2 works) · Academic achievement (1 work) · Argumentative (1 work) · Authorship Attribution and Profiling (1 work) · Automation (1 work) · Computer Science (1 work) · Education Practices and Challenges (1 work)