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iRubric: Student Reflection Rubric & Goal Setting

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Student Reflection Rubric & Goal Setting 
Educational Reflection Rubric
Through reflection, students explore their strengths and areas of growth demonstrated in their writing. Students then 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. This feedback is an important part of student learning.
Rubric Code: NX2WCBW
By living4him316
Ready to use
Public Rubric
Subject: Education  
Type: Assessment  
Grade Levels: Undergraduate, Graduate

Powered by iRubric Reflection Rubric
  Beginning

1 pts

Progressing

2 pts

Proficient

3 pts

Exemplary

4 pts

Understanding Elements of Writing

Beginning

The student does not demonstrate a basic understanding of the elements of exemplary writing.
Progressing

The student occasionally makes reference to understanding of the elements of exemplary writingand why it was given.
Proficient

The student regularly refers to their understanding of elements of exemplary writing and outlines next steps in pushing their work forward.
Exemplary

The student regularly refers to their understanding of the elements of exemplary writing, outlines next steps in pushing their work forward and evaluates how they will use their understanding to, is able to make adjustments to their work in future revisions.
Analysis: + & -

Beginning

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

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

Reflections include analyzing the connections between specific writing elements and/or devices and learning goal(s).
Exemplary

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

Beginning

Student learning goals not mentioned.
Progressing

At least one student learning goal mentioned.
Proficient

Reflection addresses at least two student learning goals that are somewhat supported by the rest of the reflection.
Exemplary

Reflection addresses three or more student learning goals supported by the rest of the reflection.
Conventions

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.
Depth of Thinking

Beginning

Reflection show no thoughtfulness.<BR>
Reflection has no details.<BR>
Reflection is incomplete.
Progressing

Reflection shows little thoughtfulness.<BR>
Reflection has few details and/or examples.<BR>
Most parts of the reflection are complete.
Proficient

Reflection shows some thoughtfulness. Reflection has some supporting details and/or examples.<BR>
All parts of the reflection are complete.
Exemplary

Reflection is fluent and shows thorough thoughtfulness. It has supporting details and/or examples. All parts of the reflection are complete and well written.



Keywords:
  • Educational Reflection, student learning



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