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iRubric: Reflection Rubric

iRubric: Reflection Rubric

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Reflection Rubric 
Reflection Rubric
Reflections allow students the opportunity to think about their experiences and "get the learning out" of these experiences. Through reflection, students develop and adjust their short and long term goals, explore problems and solutions encountered during their work, and connect their experiences to their learning goals. Reflections are an important part of the feedback loop between the student and their teacher. Therefore, sharing the learning with the teacher in a timely manner, allows the teacher to offer formative guidance through timely responses to the reflection, which increases student learning.
Rubric Code: MX9XWXB
By rebecapylant
Ready to use
Public Rubric
Subject: English  
Type: (Other)  
Grade Levels: (none)

Powered by iRubric ELO Reflection Rubric
Reflections allow students the opportunity to think about their experiences and "get the learning out" of these experiences. Through reflection, students develop and adjust their short and long term goals, explore problems and solutions encountered during their learning process, and connect their experiences to their learning goals. Reflections are an important part of the feedback loop between the student and their instructor.
  Beginning

1 pts

Progressing

2 pts

Proficient

3 pts

Exemplary

4 pts

Trait 1

How does the student use goal setting to manage his/her learning?
Beginning

The student identifies short and long term goals.
Progressing

The student occasionally refers to short and long term goals; uses them to determine work along the way.
Proficient

The student regularly refers to short and long term goals, outlines next steps in achieving their goals, and uses them to guide their work.
Exemplary

The student regularly evaluates their short term goals and explains how this leads to successfully meeting their long term goals; and based on their evaluation, is able to make adjustments to their work along the way.
Trait 2

How does the student connect their experiences with the learning goals?
Beginning

Student reflects on experiences, however connections to learning goals are not made.
Progressing

Student reflects on experiences and makes a connection to a learning goal
Proficient

Reflections include analyzing the connections between specific experiences and learning goal(s).
Exemplary

Reflections include an analysis of the connections between experiences and learning goals and predicts future behaviors/decisions based on their analysis (“Next time,…”).
Trait 3

How does the student deal with the challenges/problems encountered during their learning process?
Beginning

Student identifies problem(s) encountered during their learning process.
Progressing

Student describes the identified problem(s) and states possible solution(s).
Proficient

Student identifies and analyzes problem(s), states solutions, and assesses solutions for the problem(s).
Exemplary

Student identifies and analyzes problems, assesses solutions for the problems, identifies a chosen solution for a specific problem, and evaluates the effectiveness of their choice.
Trait 4

How does the student's thinking develop as a result of the learning experiences?
Beginning

The student summarizes personal experiences.
Progressing

The student makes connections between a personal idea and an experience to establish the basis of a reflection.
Proficient

The student analyzes their own growth by making connections between personal ideas and their learning experiences.
Exemplary

The student analyzes their own growth by making connections between personal ideas and their learning experiences, leading them to new perspectives or insights.
Trait 5

How does the student use appropriate language, vocabulary, syntax and grammar to communicate effectively with the instructor?
Beginning

Demonstrates a lack of control over media-appropriate language including vocabulary, syntax, and grammar. Reflection is not in an organized structure. Errors disrupt the flow of communication.
Progressing

Demonstrates inconsistent control of media-appropriate language including vocabulary, syntax, and grammar. Organization of the reflection's structure may or may not be evident. Errors detract from communication.
Proficient

Demonstrates control of media-appropriate language including vocabulary, syntax, and grammar within an organized structure. Errors do not interfere with communication.
Exemplary

Demonstrates control of media-appropriate language including vocabulary, syntax, and grammar within an organized structure. Few if any errors. Intention of thought is clearly communicated.





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