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Rubrics were developed to code the phylogenetic trees produced by students during construction tasks in terms of style, conventionality, and accuracy.
Scoring rubrics were developed for each of the three recording sessions (see Table 5).
The coding rubrics were developed by the lead investigator, then reviewed by the rest of the research team, and edited based on their feedback.
These rubrics were developed and refined based on responses seen in the data set, examples of which are listed in the second column.
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The DARE2-patient safety rubric was developed for the performance evaluation of final year nursing students.
The rubric was developed as part of a longstanding academic writing course, but was modified to include a module on science communication with the lay public.
Based on an initial sample of papers (n = 36) a rubric was developed to identify authenticity and authentic experiences in engineering education.
After a rubric is developed together, teachers could have a workshop practicing using the rubric.
A scoring rubric was developed to score reflection reliably.
An assessment rubric was developed based on the work of Simmons [ 2] for nursing students.
A quality rubric was developed on the basis of the national and international reviews and each of the focus workbooks and textbooks were reviewed against the criteria.
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CEO of Professional Science Editing for Scientists @ prosciediting.com