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Four-week guided rubric internalization sequence: sample analysis, modeling, peer scoring, and justified judgment

Design · All designs
Evidence · 2 claims (2 for) · 1 study (1 causal), q1 · 0 of 1 report an effect size · 2 claims rest on one study

Description

The treatment embedded the rubric in a staged sequence across four weeks: clarifying rubric vocabulary, analyzing exemplary and defective samples with yes-no checklist questions, teacher modeling of scoring on imperfect models, then students analyzing, judging and scoring samples and peers' drafts while justifying their scores. This progression is presented as how students move from seeing criteria to internalizing them and applying them to their own writing.

Design Implications

Context

Requirements

  • Guidance from an expert teacher and repeated work with real writing samples for each rubric trait

Constraints

  • The analysis sessions were conducted in students' mother tongue; the treatment covered two essay types over four weeks in one preparatory program

Target Learners

  • university EFL preparatory-program students aged 18-20

Learning Goals

  • internalizing criteria of good writing and applying them in compare-and-contrast and cause-and-effect essays

Claims

Examples

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Key Sources

  • 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. http://www.jlls.org
Page metadata
Field Value
type design
id guided-rubric-internalization-sequence
title Four-week guided rubric internalization sequence: sample analysis, modeling, peer scoring, and justified judgment
description The treatment embedded the rubric in a staged sequence across four weeks: clarifying rubric vocabulary, analyzing exemplary and defective samples with yes-no checklist questions, teacher modeling of scoring on imperfe...
status review
generated by process:settle-candidates on 2026-11-01
trust unverified — no one has confirmed this page's content
sources 1 — turgut-2015

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