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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: U98958
By cambrianteacher
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: 6-8

Powered by iRubric Reflection Rubric
Reflections allow students the opportunity to think about their experiences and "get the learning out" of these experiences. Through reflection, students develop their understaning of assignements, connections to learning 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

Demonstration of understanding
Beginning

The student identifies a basic understanding of the assignment.
Progressing

The student occasionally makes reference to understanding of the assignment and why it was given.
Proficient

The student regularly refers to their understanding of the assignment and outlines next steps in pushing their work forward.
Exemplary

The student regularly refers to thier understanding of the assigment, outlines next steps in pushing thier work forward and evaluates how they will use thier understanding to, is able to make adjustments to their work in future revisions.
Trait 2

Connection to 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

Areas of Improvement
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

appropriate use of language, vocabulary, and grammar
Beginning

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

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

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

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






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