Table 1 Reflective Rubric
Category | The student identifies: | Level 5 | Level 4 | Level 3 | Level 2 | Level 1 |
|---|---|---|---|---|---|---|
A | Significant events from course that led to reflection | Skillfully details precise accounts of important events | Several events are accurately logged in detail | Attempts to outline in some detail one activity | Generally describes the entire scope of the class without specific detail | Does not select and summarize activities that have transpired |
B | Information/Skills acquired from course | Demonstrates in depth understanding of skills | Demonstrates a thoughtful awareness of skills | Demonstrates a rudimentary awareness of some skills practiced | Demonstrates a limited awareness of few skills/strategies practiced throughout the year | Demonstrates little to no awareness of skills targeted |
C | Personal abilities | Demonstrates ability to list all strengths and weaknesses and provide a plan for amelioration | Demonstrates ability to list some strengths and weaknesses | Demonstrates ability to list at least one strength and one weakness | Demonstrates ability to recognize personal strengths but not weakness | Does not demonstrate ability to see personal strengths or weaknesses |
D | Personal learning style | A concise recognition of learning requirements and ways to facilitate future learning is identified | Recognizes a preferred learning style and compares it to teaching style employed in class | Recognizes preferred learning style | Indicates a preference of one activity from class over another | No evidence of recognition is made |
E | Connections between the course and past life experiences | Connections are explored in great precision and detail | Connections are made and casually discussed | Connections are recognized but are ineffective | Limited connections to nonspecific, theoretical aspects of life are discussed | No evidence of connections are made |
F | Oneself in relation to the situation (emotions, values, beliefs, etc.) | Writing reveals a well-developed emotional and personalized relationship to the specific context, enhanced with specific examples | Writing reveals a strong connection between the event and the writer accompanied by few general reflections | Both general and personal insight are present, further exploration is required | Generalizations used to explore topics of discussion with 1-2 references to self | Employs no 'self' into writing; uses only obvious statements without contextual references |
G | Future applications in a broadened spectrum | Explicit details of precise aspects of course load and relates them to specific anticipatory future events | Recognition of few precise important facets of course load expanded to broad future goals | Generalized discussion of possible future implications is discussed is some detail | Future applications of an aspect of the course are mentioned in passing without detail | No future applications of class materials are discussed |