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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: U7978W By naoma1 Ready to use Public Rubric Subject: English Type: Writing Grade Levels: 6-8

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 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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