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Genre: A reflective essay reflects critically on personal experience and opinion in light of broader literature, theories or subject materials. As conventions and expectations may differ across contexts, always check with your lecturer for the specific conventions of the genre.
Context: This short reflective essay and reply was written in response to a weekly assessment task in an atypical development unit that required students to reflect on their own position in relation the following question :
Do Barbie Dolls affect girls' body image? If you had (or have) a young daughter, would you allow her to play with Barbie or Bratz dolls? Why or why not?
Response: Barbie Dolls and Body Image: Just Child’s Play? This title links to the topic of the writing and raises a question that implies a thesis .
Rubrics allow for quicker and more consistent marking. This can be extremely helpful in reflection, which can feel as if it needs to be assessed by instinct alone. A well-defined rubric will make marking of reflection systematic and support both you and the reflectors.
Rubric | A tool to help in assessing students’ work, which usually includes three essential features: evaluative criteria, quality definitions of the criteria at particular levels, and a scoring strategy (Dawson, 2007) |
Holistic rubric | For every grade level or mark, gives an overall description of competence, without a breakdown into individual criteria. |
Analytic rubric | For every grade level or mark, describes the level of competence for each assessment criterion. |
There are many general benefits from using a rubric, which extend beyond reflection. For facilitators a rubric can:
Moreover, students report that having a well-defined rubric available before they engage with an assessment makes it clearer what is expected of them. Other benefits can be:
While the usefulness of rubrics are widely accepted, there are some criticisms arguing that rubrics can fail to make the marking easier as students’ work does not fit onto the predefined categories and will have to be assessed holistically, rather than by a set of components. Moreover, it is argued that a piece of work is often more than the sum of its parts.
These are both fair criticisms. Sometimes you will receive reflections that are hard to mark against your criteria or are indeed better than your rubric would suggest. However, having a rubric will give you a place to start for these reflections.
If you find that your rubric consistently misses aspects this would suggest the criteria need updated.
When choosing your rubric, there are two general approaches: holistic and analytical.
For each level of performance highlighted in the rubrics, it can be helpful to provide an example of that level (for example a series of reflective sentences or an extract).
The holistic rubric gives a general description of the different performance levels, for example novice, apprentice, proficient, or distinguished.
The levels can take many different names, and you can choose as many levels as you find appropriate. It can be recommended to include the same number of levels as the number of grades available for students, for example a level for failing and a level for each passing grade.
The analytic rubric allows you to identify a reflector’s performance against each of your chosen and well-defined assessment criteria.
This can be helpful for you in the marking process and when giving feedback to the reflector as you can tell them exactly what areas they are performing well in and need to improve on.
You may consider giving a student a mark for each criterion and take an average of that for the overall mark. Alternatively, predefine a weight or a set of points available for each criterion and calculate the overall mark according to this. If the latter method is used, you should also make the weightings available to students at the same time as the rubric.
It is unlikely that the first rubric you make is going to capture everything you need, and you may find you need to update it. This is natural for rubrics in all areas, and especially around the area of reflection, which for many is new. Revisiting your rubric is particularly worth doing after the first time it is used.
When using your rubric you can ask yourself:
Rubrics that work well for you have a lot of value, but to ensure that you get an optimal rubric it is important that others using your rubric would give the same grade to the same reflection as you do – ensuring that your rubric has inter-rater reliability.
This is important for two reasons:
Moon’s (2004) four levels of reflective writing.
These four levels distinguish between four types of written accounts you might see a reflector produce.
In this case the three top levels might pass a reflective assignment, where descriptive writing would not.
Taken from Jennifer Moon’s book: A Handbook of Reflective and Experiential Learning (2004)
Descriptive writing | This account is descriptive and it contains little reflection. It may tell a story but from one point of view at a time and generally one point at a time is made. Ideas tend to be linked by the sequence of the account / story rather than by meaning. The account describes what happened, sometimes mentioning past experiences, sometimes anticipating the future – but all in the context of an account of the event. There may be references to emotional reactions but they are not explored and not related to behaviour. The account may relate to ideas or external information, but these are not considered or questioned and the possible impact on behaviour or the meaning of events is not mentioned. There is little attempt to focus on particular issues. Most points are made with similar weight. The writing could hardly be deemed to be reflective at all. It could be a reasonably written account of an event that would serve as a basis on which reflection might start, though a good description that precedes reflective accounts will tend to be more focused and to signal points and issues for further reflection. |
Descriptive account with some reflection | This is a descriptive account that signals points for reflection while not actually showing much reflection. The basic account is descriptive in the manner of description above. There is little addition of ideas from outside the event, reference to alternative viewpoints or attitudes to others, comment and so on. However, the account is more than just a story. It is focused on the event as if there is a big question or there are questions to be asked and answered. Points on which reflection could occur are signalled. There is recognition of the worth of further exploring but it does not go very far. In other words, asking the questions makes it more than a descriptive account, but the lack of attempt to respond to the questions means that there is little actual analysis of the events. The questioning does begin to suggest a ‘standing back from the event’ in (usually) isolated areas of the account. The account may mention emotional reactions, or be influenced by emotion. Any influence may be noted, and possibly questioned. There is a sense of recognition that this is an incident from which learning can be gained, but the reflection does not go sufficiently deep to enable the learning to begin to occur. |
Reflective writing (level 1) | There is description but it is focused with particular aspects accentuated for reflective comment. There may be a sense that the material is being mulled around. It is no longer a straight-forward account of an event, but it is definitely reflective. There is evidence of external ideas or information and where this occurs, the material is subjected to reflection. The account shows some analysis and there is recognition of the worth of exploring motives or reasons for behaviour Where relevant, there is willingness to be critical of the action of self or others. There is likely to be some self-questioning and willingness also to recognise the overall effect of the event on self. In other words, there is some ‘standing back’ from the event. There is recognition of any emotional content, a questioning of its role and influence and an attempt to consider its significance in shaping the views presented. There may be recognition that things might look different from other perspectives that views can change with time or the emotional state. The existence of several alternative points of view may be acknowledged but not analysed. In other words, in a relatively limited way the account may recognise that frames of reference affect the manner in which we reflect at a given time but it does not deal with this in a way that links it effectively to issues about the quality of personal judgement. |
Reflective writing (level 2) | Description now only serves the process of reflection, covering the issues for reflection and noting their context. There is clear evidence of standing back from an event and there is mulling over and internal dialogue. The account shows deep reflection, and it incorporates a recognition that the frame of reference with which an event is viewed can change. A metacognitive stance is taken (i.e. critical awareness of one’s own processes of mental functioning – including reflection). The account probably recognises that events exist in a historical or social context that may be influential on a person’s reaction to them. In other words, multiple perspectives are noted. Self-questioning is evident (an ‘internal dialogue’ is set up at times) deliberating between different views of personal behaviour and that of others. The view and motives of others are taken into account and considered against those of the writer. There is recognition of the role of emotion in shaping the ideas and recognition of the manner in which different emotional influences can frame the account in different ways. There is recognition that prior experience, thoughts (own and other’s) interact with the production of current behaviour. There is observation that there is learning to be gained from the experience and points for learning are noted. There is recognition that the personal frame of reference can change according to the emotional state in which it is written, the acquisition of new information, the review of ideas and the effect of time passing. |
These four levels are different and highlight four alternative approaches to reflective journaling. While they are specifically developed for journal use, the levels will generalise to other types of written reflection.
The rubric is develop by Chabon and Lee-Wilkerson (2006) when evaluating reflective journals of students undertaking a graduate degree in communication sciences and disorders.
Level 1: Descriptive | Students demonstrate acquisition of new content from significant learning experiences. Journal entry provides evidence of gaining knowledge, making sense of new experiences, or making linkages between old and new information. | “I didn’t know that many of the traditions I believed were based in Anglo-American roots. I thought that all cultures viewed traditions similarly.” |
Level 2: Empathetic | Students demonstrate thoughts about or challenges to beliefs, values, and attitudes of self and others. Journal entry provides examples of self-projection into the experiences of other, sensitivity towards the values and beliefs of others, and/or tolerance for differences. | “I felt badly when I heard the derogatory terms used so freely when I visited the South.” |
Level 3: Analytic | Students demonstrate the application of learning to a broader context of personal and professional life. Journal entry provides evidence of student’s use of readings, observations, and discussions to examine, appraise, compare, contrast, plan for new actions or response, or propose remedies to use in and outside structured learning experiences. | “I was able to observe nursing staff interact with a patient whose first language was Tagalog and was diagnosed with altered mental status. The nurses employed many of the strategies that we have read about and discussed in class.” |
Level 4: Metacognitive | Students demonstrate examination of the learning process, showing what learning occurred, how learning occurred, and how newly acquired knowledge or learning altered existing knowledge. Journal entry provides examples of evaluation or revision of real and fictitious interactions. | “I found myself forming impressions about a child’s language abilities and made myself stop until I got additional information as suggested in class discussions.” |
Reflection evaluation for learners’ enhanced competencies tool (reflect) rubric.
This analytic rubric has been developed and empirically tested and improved by Wald et al. (2012). It was developed specifically for medical education, but can easily be used elsewhere. The rubric is designed using theoretical considerations from a range of thinkers around reflection as Moon, Schön, Boud and Mezirow.
This rubric has been used in empirical studies and a high inter-rater reliability has been established.
There are two components to the rubric. The standard rubric and an additional axis. The second axis should be used when a reflector reaches ‘Critical reflection’ and then distinguishes between two types of learning, which reflection can help surface.
Adding the additional axis can help you to differentiate between what kind of learning the student has obtained as well as reminding us that reflection does not need to always create new practice – becoming aware of why one’s practice works can be equally valuable.
Standard Rubric
Superficial descriptive writing approach (fact reporting, vague impressions) without reflection or introspection | Elaborated descriptive writing approach and impressions without reflection | Movement beyond reporting or descriptive writing to reflecting (i.e. attempting to understand, question, or analyse the event) | Exploration and critique of assumptions, values, beliefs, and/or biases, and the consequences of action (present and future) | |
Sense of writer being partially present | Sense of writer being partially present | Sense of writer being largely or fully present | Sense of writer being fully present | |
No description of the disorienting dilemma, conflict, challenge, or issue of concern | Absent or weak description of the disorienting dilemma, conflict, challenge, or issue of concern | Description of the disorienting dilemma, conflict, challenge, or issue of concern | Full description of the disorienting dilemma, conflict, challenge, or issue of concern that includes multiple perspectives, exploring alternative explanations, and challenging assumptions | |
Little or no recognition or attention to emotions | Recognition but no exploration or attention to emotions | Recognition, exploration, and attention to emotions | Recognition, exploration, attention to emotions, and gain of emotional insight | |
No analysis or meaning making | Little or unclear analysis or meaning making | Some analysis and meaning making | Comprehensive analysis and meaning making | |
Poorly addresses the assignment question and does not provide a compelling rationale for choosing an alternative | Partial or unclear addressing of assignment question; does not provide a compelling rationale for choosing an alternative | Clearly answers the assignment question or, if relevant, provides a compelling rationale for choosing an alternative | Clearly answers the assignment question or, if relevant provides a compelling rationale for choosing an alternative |
Axis II for critical reflection
Frames of reference or meaning structures are transformed. Requires critical reflection integration of new learning into one’s identity, informing future perceptions, emotions, attitudes, insights, meanings, and actions. Conveys a clear sense of a breakthrough. | Frames of reference or meaning structures are confirmed. Requires critical reflection. |
This rubric form Jones (n.d) gives another approach to marking reflection. Using five criteria it manages to capture a lot of what is relevant when marking reflection as well as giving clear qualities highlighted for each level of reflection.
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Language is unclear and confusing throughout. Concepts are either not discussed or are presented inaccurately. | There are frequent lapses in clarity and accuracy | Minor, infrequent lapses in clarity and accuracy. | The language is clear and expressive. The reader can create a mental picture of the situation being described. Abstract concepts are explained accurately. Explanation of concepts makes sense to an uninformed reader. | |
Most of the reflection is irrelevant to student and/or course learning goals. | Student makes attempts to demonstrate relevance, but the relevance is unclear to the reader. | The learning experience being reflected upon is relevant and meaningful to student and course learning goals. | The learning experience being reflected upon is relevant and meaningful to student and course learning goals. | |
Reflection does not move beyond description of the learning experience(s). | Student makes attempts at applying the learning experience to understanding of self, others, and/or course concepts but fails to demonstrate depth of analysis. | The reflection demonstrates student attempts to analyse the experience but analysis lacks depth. | The reflection moves beyond simple description of the experience to an analysis of how the experience contributed to student understanding of self, others, and/or course concepts. | |
No attempt to demonstrate connections to previous learning or experience. | There is little to no attempt to demonstrate connections between the learning experience and previous other personal and/or learning experiences. | The reflection demonstrates connections between the experience and material from other courses; past experience; and/or personal goals. | The reflection demonstrates connections between the experience and material from other courses; past experience; and/or personal goals. | |
Not attempt at self-criticism. | There is some attempt at self-criticism, but the self-reflection fails to demonstrate a new awareness of personal biases, etc. | The reflection demonstrates ability of the student to question their own biases, stereotypes, preconceptions. | The reflection demonstrates ability of the student to question their own biases, stereotypes, preconceptions, and/or assumptions and define new modes of thinking as a result. |
Chabon, S. and Lee-Wilkerson, D. (2006). Use of journal writing in the assessment of CSD students’ learning about diversity: A method worthy of reflection. Communication Disorders Quarterly, 27(3), 146-158.
Dawson, P. (2017) Assessment rubrics: towards clearer and more replicable design, research and practice. Assessment & Evaluation in Higher Education, 42(3), 347-360.
Jones, S. (n.d.) Using reflection for assessment . Office of Service Learning, IUPUI. (link to PDF on external site)
Moon J.A. (2004). A handbook of reflective and experiential learning: Theory and practice. Routledge.
Kohn, A. (2006). The trouble with rubrics. English Journal, 95(4).
Wald, H.S., Borkan, J.M., Scott Taylor, J., Anthony, D., and Reis, S.P. (2012) Fostering and evaluating reflective capacity in medical education: Developing the REFLECT rubric for assessing reflective writing. Academic Medicine, 87(1), 41-50.
A rubric is a scoring tool that identifies the different criteria relevant to an assignment, assessment, or learning outcome and states the possible levels of achievement in a specific, clear, and objective way. Use rubrics to assess project-based student work including essays, group projects, creative endeavors, and oral presentations.
Rubrics can help instructors communicate expectations to students and assess student work fairly, consistently and efficiently. Rubrics can provide students with informative feedback on their strengths and weaknesses so that they can reflect on their performance and work on areas that need improvement.
Best practices, moodle how-to guides.
The first step in the rubric creation process is to analyze the assignment or assessment for which you are creating a rubric. To do this, consider the following questions:
Types of rubrics: holistic, analytic/descriptive, single-point
Holistic Rubric. A holistic rubric includes all the criteria (such as clarity, organization, mechanics, etc.) to be considered together and included in a single evaluation. With a holistic rubric, the rater or grader assigns a single score based on an overall judgment of the student’s work, using descriptions of each performance level to assign the score.
Advantages of holistic rubrics:
Disadvantages of holistic rubrics:
Analytic/Descriptive Rubric . An analytic or descriptive rubric often takes the form of a table with the criteria listed in the left column and with levels of performance listed across the top row. Each cell contains a description of what the specified criterion looks like at a given level of performance. Each of the criteria is scored individually.
Advantages of analytic rubrics:
Disadvantages of analytic rubrics:
Single-Point Rubric . A single-point rubric is breaks down the components of an assignment into different criteria, but instead of describing different levels of performance, only the “proficient” level is described. Feedback space is provided for instructors to give individualized comments to help students improve and/or show where they excelled beyond the proficiency descriptors.
Advantages of single-point rubrics:
Disadvantage of analytic rubrics: Requires more work for instructors writing feedback
You might Google, “Rubric for persuasive essay at the college level” and see if there are any publicly available examples to start from. Ask your colleagues if they have used a rubric for a similar assignment. Some examples are also available at the end of this article. These rubrics can be a great starting point for you, but consider steps 3, 4, and 5 below to ensure that the rubric matches your assignment description, learning objectives and expectations.
Make a list of the knowledge and skills are you measuring with the assignment/assessment Refer to your stated learning objectives, the assignment instructions, past examples of student work, etc. for help.
Helpful strategies for defining grading criteria:
Most ratings scales include between 3 and 5 levels. Consider the following questions when designing your rating scale:
Artificial Intelligence tools like Chat GPT have proven to be useful tools for creating a rubric. You will want to engineer your prompt that you provide the AI assistant to ensure you get what you want. For example, you might provide the assignment description, the criteria you feel are important, and the number of levels of performance you want in your prompt. Use the results as a starting point, and adjust the descriptions as needed.
For a single-point rubric , describe what would be considered “proficient,” i.e. B-level work, and provide that description. You might also include suggestions for students outside of the actual rubric about how they might surpass proficient-level work.
For analytic and holistic rubrics , c reate statements of expected performance at each level of the rubric.
Well-written descriptions:
Create your rubric in a table or spreadsheet in Word, Google Docs, Sheets, etc., and then transfer it by typing it into Moodle. You can also use online tools to create the rubric, but you will still have to type the criteria, indicators, levels, etc., into Moodle. Rubric creators: Rubistar , iRubric
Prior to implementing your rubric on a live course, obtain feedback from:
Try out your new rubric on a sample of student work. After you pilot-test your rubric, analyze the results to consider its effectiveness and revise accordingly.
Above Average (4) | Sufficient (3) | Developing (2) | Needs improvement (1) | |
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(Thesis supported by relevant information and ideas | The central purpose of the student work is clear and supporting ideas always are always well-focused. Details are relevant, enrich the work. | The central purpose of the student work is clear and ideas are almost always focused in a way that supports the thesis. Relevant details illustrate the author’s ideas. | The central purpose of the student work is identified. Ideas are mostly focused in a way that supports the thesis. | The purpose of the student work is not well-defined. A number of central ideas do not support the thesis. Thoughts appear disconnected. |
(Sequencing of elements/ ideas) | Information and ideas are presented in a logical sequence which flows naturally and is engaging to the audience. | Information and ideas are presented in a logical sequence which is followed by the reader with little or no difficulty. | Information and ideas are presented in an order that the audience can mostly follow. | Information and ideas are poorly sequenced. The audience has difficulty following the thread of thought. |
(Correctness of grammar and spelling) | Minimal to no distracting errors in grammar and spelling. | The readability of the work is only slightly interrupted by spelling and/or grammatical errors. | Grammatical and/or spelling errors distract from the work. | The readability of the work is seriously hampered by spelling and/or grammatical errors. |
The audience is able to easily identify the central message of the work and is engaged by the paper’s clear focus and relevant details. Information is presented logically and naturally. There are minimal to no distracting errors in grammar and spelling. : The audience is easily able to identify the focus of the student work which is supported by relevant ideas and supporting details. Information is presented in a logical manner that is easily followed. The readability of the work is only slightly interrupted by errors. : The audience can identify the central purpose of the student work without little difficulty and supporting ideas are present and clear. The information is presented in an orderly fashion that can be followed with little difficulty. Grammatical and spelling errors distract from the work. : The audience cannot clearly or easily identify the central ideas or purpose of the student work. Information is presented in a disorganized fashion causing the audience to have difficulty following the author’s ideas. The readability of the work is seriously hampered by errors. |
Advanced (evidence of exceeding standards) | Criteria described a proficient level | Concerns (things that need work) |
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Criteria #1: Description reflecting achievement of proficient level of performance | ||
Criteria #2: Description reflecting achievement of proficient level of performance | ||
Criteria #3: Description reflecting achievement of proficient level of performance | ||
Criteria #4: Description reflecting achievement of proficient level of performance | ||
90-100 points | 80-90 points | <80 points |
Rubric Code: By Ready to use Public Rubric Subject: Type: Grade Levels: Undergraduate |
Reflective Essay Rubric | |||||
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Maximum Points: A maximum of 5 points for each row is obtainable. TOTAL AVAILABLE POINTS: 25 |
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Teaching Commons > Teaching Guides > Feedback & Grading > Rubrics > Assessing Reflection
Assessing reflection or reflective processes can be particularly challenging. A few examples of this challenge are:
As there is not just one type of student in your classes/programs, there is not one answer to designing high quality assessment techniques for assessing reflection. You must design your reflection assignments as well as your assessments carefully considering your own context.
A few things to consider when you are designing your assessment strategies are:
Hatton and smith (1995).
Hatton and Smith described four progressive levels of reflection, with each increased level indicating more/better reflective processes.
Ash and Clayton describe a guided process for facilitating and assessing reflection. These researchers focus specifically on service learning, but their model could be applied to other types of learning experiences.
Element | Description |
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Mechanics | Consistently avoids typographical, spelling and grammatical errors. |
Connection to Experience | Makes clear the connection(s) between the experience and the dimension being discussed. |
Accuracy | Makes statements of fact that are accurate and supported with evidence; for academic articulated learning statements, accurately identifies, describes, and applies appropriate academic principle(s). |
Clarity | Consistently expands on and expresses ideas in alternative ways, provides examples/illustrations. |
Relevance | Describes learning that is relevant to the articulated learning statement category and keeps the discussion specific to the learning being articulated. |
Depth | Addresses the complexity of the problem; answers important question(s) that are raised; avoids over-simplifying when making connections. |
Breadth | Gives meaningful consideration to alternative points of view and interpretations. |
Logic | Demonstrates a line of reasoning that is logical, with conclusions or goals that follow clearly from it. |
Significance | Draws conclusions, sets goals that address a (the) major issue(s) raised by the experience. |
Introduction.
Most graduate courses require students to produce written work although these products differ in purpose and required parameters (e.g., format, length, or tone). Thus, a faculty member might be called on to evaluate short reflection papers, longer lab reports, or longer still term papers. In evaluating a written product, it is important to choose or develop a rubric in order to bring consistency, fairness, and clarity to the task. Creating Rubrics
An analytic rubric is a scoring guide used to evaluate performance, a product, or a project. It has three parts: 1) performance criteria; 2) rating scale; and 3) indicators. How to Develop a Rubric
Using a rubric to evaluate student written work is helpful for both faculty and students. For faculty, rubrics
Rubrics help students to
Benefitting from Rubrics
Developing a rubric entails the following steps:
There are, of course, many types of student papers, which differ in the learning outcomes they represent and the skills they are meant to develop. Ideally, an instructor will develop a unique rubric for each assignment, based on the intent of the assignment and the relevant learning objectives as well as the overall learning objectives for the course. When creating a rubric to evaluate a written assignment, an instructor should be able to answer the following questions:
Designing and Using Rubrics
A review of a sample of rubrics for evaluating papers indicates that they vary in both the number of dimensions and the content of the dimensions included used; however, it is possible to extract several common dimensions for evaluation. These may include the following:
Organization/structure
Presentation of ideas
Writing style
An instructor creating a rubric should consider these dimensions and determine which ones are pertinent to the purpose of the assignment being evaluated. It is also possible to adopt or adapt existing rubrics. One common source is the Association of American Colleges and Universities Value Rubrics: Written Communication.
AACU Value Rubrics: Written Communication
Other examples of specific rubrics include the following:
Research Paper Rubric Cornell College Cole Library
Rubric for Research Paper Kansas State Assessment Toolkit
Rubric for Research Paper University of Florida Center for Teaching Excellence
Writing Rubric for Psychology Middlebury College Academics
Grading Rubrics: Essays Brandeis University Writing Program
Academic essay rubric University of Southern California Center for Teaching Excellence
Essay Grading Rubric University of Michigan Sweetland Center for Writing
College Level Writing Rubric Virginia Union University
Grading Rubric for Papers St. John’s University
Grading Rubric for Writing Assignment The American University of Rome
Reflection Writing Rubric Carnegie Mellon University Eberly Center for Teaching Excellence
Reflective Essay University of Florida Center for Teaching Excellence
Reflective essay rubric University of Southern California Center for Teaching Excellence
Creating Rubrics University of Texas/Austin Faculty Innovation Center
Evaluating Rubrics DePaul University Teaching Commons
Building A Rubric Columbia University Center for Teaching and Learning
Designing & Using Rubrics University of Michigan Sweetland Center for Writing
Grading with Rubrics Western University Center for Teaching and Learning
Grading Rubrics Berkeley Graduate Division Graduate Student Instructor Teaching & Resource Center
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Reflective Writing Rubric. Demonstrate a conscious and thorough understanding of the writing prompt and the subject matter. This reflection can be used as an example for other students. Demonstrate a thoughtful understanding of the writing prompt and the subject matter. Demonstrate a basic understanding of the writing prompt and the subject matter.
Reflective essay rubric. This is a grading rubric an instructor uses to assess students' work on this type of assignment. It is a sample rubric that needs to be edited to reflect the specifics of a particular assignment. Students can self-assess using the rubric as a checklist before submitting their assignment. Download this file. Page. /.
Reflective Writing Rubric Exemplary Proficient Developing Novice Course Content ... Use of journal writing in the assessment of S students' learning about diversity: A method worthy of reflection. Communication Disorders Quarterly, 27(3), 146-158. Jones, S. (2015) Using reflection for assessment. Office of Service Learning, IUPUI. url: vp ...
reflection can help to alleviate some of these tensions. The following rubric. 3. provides examples of some of the criteria one might use in assessing reflective writing, depending on the conditions one sets for the reflection: UNDEVELOPED DEVELOPING SKILLED DESCRIBING EXPERIENCE Student provides a description of the experience, observation,
REFLECTION GUIDE AND RUBRIC. How to Write a Reflection (Reflection Guide) How Reflections Will Be Graded (Rubric) ... Clarity & Organization of writing. Note: 1 point will be deducted for papers that do not follow the required format (e.g. file type, line spacing, word count). Writing
ECTIVE ESSAY ASSESSMENT GUIDELINEWrite a reflective essay of your student‐teaching exper. ce in Placement #1 and #2. The essay must b. 2 1⁄2 ‐ 3 1⁄2 pa. . Use standardized English. The essay must contain all comp. Assessment Formats & Timelines To successfully complete this assignment, ensure that you adhere to c.
Reflection Writing Rubric Sophisticated (A) Very Competent (B) Fairly Competent (C) Not Yet Competent (D) Accuracy (Grasp of readings) Paper represents the authors' ideas, evidence ... writing. Presentation Paper is clean, correctly formatted (12-point font, Times New Roman, normal margins), written in full sentences. Quotations are
iRubric L34935: Rubric title Reflective Essay Rubric. Built by tiamcmilllan using iRubric.com. Free rubric builder and assessment tools.
Reflective Essay Rubric. Shows great depth of knowledge and learning, reveals feelings and thoughts, abstract ideas reflected through use of specific details. Relates learning with research and project, personal and general reflections included, uses concrete language. Does not go deeply into the reflection of learning, generalizations and ...
Criteria. Superior (54-60 points) Sufficient (48-53 points) Minimal (1-47 points) Unacceptable (0 points) Depth of Reflection. (25% of TTL Points) ___/15. Response demonstrates an in-depth reflection on, and personalization of, the theories, concepts, and/or strategies presented in the course materials to date.
REFLECTION. exploring. analyzing. is thoughtful, convincing, insightful, and exploratory. Is firmly grounded in the subject. reveals a strong connection between the subject and the experience(s). analyzes the experience by looking at more than one angle. explores the subject in personal and general reflections.
Reflective Essay Rubric Controlling Idea: 5 (Exceeds Standard) - Controlling idea clearly identifies the purpose of the paper, showing analysis of a condition, personal observation, or experience. ... Writing Strategies: 5 (Exceeds Standard) - Creative use of appropriate strategies (e.g., concrete details, comparing and contrasting, naming ...
Reflective essays. Genre: A reflective essay reflects critically on personal experience and opinion in light of broader literature, theories or subject materials. As conventions and expectations may differ across contexts, always check with your lecturer for the specific conventions of the genre. Context: This short reflective essay and reply was written in response to a weekly assessment task ...
Reflective Writing Rubric. Demonstrate a conscious and thorough understanding of the writing prompt and the subject matter. This reflection can be used as an example for other students. Demonstrate a thoughtful understanding of the writing prompt and the subject matter. Demonstrate a basic understanding of the writing prompt and the subject matter.
Essay Rubric Directions: Your essay will be graded based on this rubric. Consequently, use this rubric as a guide when writing your essay and check it again before you submit your essay. Traits 4 3 2 1 Focus & Details There is one clear, well-focused topic. Main ideas are clear and are well supported by detailed and accurate information.
Assessment rubrics. Rubrics allow for quicker and more consistent marking. This can be extremely helpful in reflection, which can feel as if it needs to be assessed by instinct alone. A well-defined rubric will make marking of reflection systematic and support both you and the reflectors. Rubric.
A rubric is a scoring tool that identifies the different criteria relevant to an assignment, assessment, or learning outcome and states the possible levels of achievement in a specific, clear, and objective way. Use rubrics to assess project-based student work including essays, group projects, creative endeavors, and oral presentations.
Reflection over the material and how you internalize the information for yourself is expected to be reflected within the essay. Specific points to reflect upon have been presented throughout the slides provided on D2L. Rubric Code: AX38254. By Aasiyah. Ready to use. Public Rubric. Subject: Humanities. Type: Writing. Grade Levels: Undergraduate.
Descriptive - this is not reflection, but simply describes events that occurred with no attempt to describe 'why.' Descriptive Reflection - description includes reasons, but simply reports reasons. Dialogic Reflection - reflection as a personal dialogue (questioning, considering alternatives). wonder, what if, perhaps….
An analytic rubric is a scoring guide used to evaluate performance, a product, or a project. It has three parts: 1) performance criteria; 2) rating scale; and 3) indicators. Using a rubric to evaluate student written work is helpful for both faculty and students. For faculty, rubrics. Rubrics help students to. Benefitting from Rubrics.
The rubric in this study served two functions: (1) a guide for students during the reflective writing activity; (2) an assessment tool used by the instructors to assess the reflection levels in students' writing. The same version of rubric was given to both the instructors and the students in the experimental groups in this study.
The document provides a rubric for assessing a reflective essay based on how well it addresses transdisciplinary skills, attitudes and learner profiles from the PYP. The rubric has four levels of achievement: insufficient, developing, meeting, and exceeding. For each category, it describes the level of reflection and explanation required to ...
Rubrics for Reflective Essay - Free download as PDF File (.pdf), Text File (.txt) or read online for free. This document provides a rubric for evaluating reflective essays. It outlines four levels of achievement (Superior, Sufficient, Minimal, Unacceptable) across four criteria: depth of reflection, inclusion of required components, structure of writing, and punctuality of submission.