The aim of this Physics Education Research project was to implement a modified version
of Calibrated Peer Review and measure the impacts in junior-level students' scientific
writing. The project developed and implemented a set of guiding questions, instructor
written examples, and a rubric which were implemented in a multi-staged process, relying
on student evaluation of the examples and of peer work using the developed rubric.
Quantitative data obtained using the rubric itself, as well as free-form student reflection on
the process suggests that students' writing improved in three distinct ways: judgment as to
the appropriate level of detail to include, explanations and structuring of mathematics, and
organization of thought. Suggestions for future classroom use and further studies of the
effects of rubrics and peer evaluation on scientific writing are provided
