Sentence examples for rubrics compared to from inspiring English sources

A study that directly examined the effect of using rubrics compared to not using them when assessing writing was done by Rezaei and Lovorn (2010) with L1 graduate-level social science writing samples.

This step was needed in order to compare what teacher-raters valued when rating without a rubric, compared to rating with a rubric.

Compared to the rubric that was formerly used to assess similar writing tasks, the Rubric was intentionally designed to be more complex and covered a foreign assessment criterion (e.g., author's voice) to probe more discussion from the teacher-raters.

Susan felt that especially for the C+/C level descriptors, the Rubric was much more lenient, compared to her original expectations.

All teacher-raters, except for Susan said that the Rubric focused more on the strength and development of ideas, compared to what they had initially expected.

As a next step, an analytic rubric for assessing students' performance needs to be constructed and subsequently compared to the applicant's profiles.

The rubric used in the study put a strong focus on organization and content (75%) compared to mechanics (10%).

Results reveal significantly higher retention scores compared to the first assessment, indicating that high scores in the improved rubric are related to the interactivity of the simulation scenario.

However, the difference in size is relatively large compared to the differences in results and therefore using resources generated from a larger volume of rubrics might not be the most efficient way to improve the results.

However, this partition is from one single chapter of NCSP and compared to the other partitions it has an extremely low number of unique words per rubric.

The results from this study show compared to novice raters (Rezaei and Lovron, 2010), experienced raters knew how to use a given rubric.