Students reported rubric-driven gains in content awareness, paragraph organization, and vocabulary use, but mechanics received the least attention¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q1
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Students reported writing for quality and audience rather than quantity, attending to paragraph structure and transitional markers, and using dictionaries more strategically. → Turgut 2015 q1 i? The mechanics category received the least attention because students used spelling software, saw mechanics as personal attention, and the category carries only 5 points of 100. → Turgut 2015 (2)

Evidence¶

Turgut 2015¶

Turgut, F., & Kayaoğlu, M. N. (2015). Using rubrics as an instructional tool in EFL writing courses. Journal of Language and Linguistic Studies, 11(1), 47-58. https://eric.ed.gov/?id=EJ1105202

q1 · i? · causal · r1

Interview content analysis by rubric category. A student reported becoming "more aware of in particular, audience and purpose"; others reported attending to introductory, supporting and concluding paragraphs, transitional markers, and frequent strategic dictionary use, including a shift toward monolingual English dictionaries.

"Formerly, I did not have much anxiet y for the content. After the rubrics, I became more aware of in particular, audience and purpose. There should be a thesis statement with supporting ideas."

Turgut 2015 (2)¶

Turgut, F., & Kayaoğlu, M. N. (2015). Using rubrics as an instructional tool in EFL writing courses. Journal of Language and Linguistic Studies, 11(1), 47-58. https://eric.ed.gov/?id=EJ1105202

q1 · i? · causal · r1

Interview analysis of the mechanics category: students gave it the least attention for the two stated reasons and because of its low point weight. For language use, students reported attempting more complicated sentences and varied grammatical structures.

"The category of mechanics received the least attention from the students for two reasons: first, students use spelling software programs on computers when they hand in their papers; secondly, they consider this a ma tter of personal attention rather than lack of know ledge. Additionally, this category gets only 5 point out of 100."

Discussion¶

Related Claims¶

• Self-assessing against a rubric improved the quality of student work in two non-randomised studies, one of which also found more stress and performance-avoidance — related
• In two online comparisons, a rubric changed what peer reviewers commented on (one study) and helped peer raters place writing in quality tiers, most for complex criteria (the other); the first study says the rubric restrained reflective thinking — related