Reflection Rubrics – Classroom Compilation- 1st Draft
Marking Rubric
Exemplary
Accomplished
Developing
Beginning
Analysis: Ability to
come up with a reallife problem/question
and the process
taken to the
solution/answer;
making appropriate
connections
-demonstrates excellent
understanding and
consideration into real life
example/question
-provides solutions to
questions in a wide range of
perspectives
-shows critical thinking ability
in writing or presentation
-shows profound
understanding and
consideration into real life
example/question
-provides a few solution to the
problem suggested
- shows understanding of the
topic and explores little more
deeply about real-life
example/question
-lacks finding solution or
alternative methods to the
problem/question suggested
-merely states
knowledge of the topic
with no real-life
example/question
-no reflection made
about the topic
Communication:
Utilization of a
diverse set of
learner-style based
tools with clear and
concise diction
- Arguments are welldeveloped and are provided
with plenty of evidence that
supports the arguments
- Overall writing is clear and
concise
-covers all of the learner-style
base tools
-Arguments are welldeveloped and evidence
supports the arguments
-accurately communicates the
intended meaning
- covers most of learner-style
based tools
-Arguments are well-Arguments are weak
developed but lacks the
and not supported
evidence that supports the
-The ideas are
arguments
underdeveloped and/or
-Words are ambiguous and/or
not clear
gives possibility of
misunderstanding
-covers only few of learnerstyle based tools
Direction:
Delivering
appropriate content
based on relevant
ideas and concepts
-Arguments are well
connected and focused on
relevant topics
-demonstrates a clear and a
consistent understanding of
the concepts
-Overall writing maintains a
solid consistency
-Arguments are well
connected to concepts/topic
-displays solid control over
writing
-organization is clear but more
explanation is needed for
clarity
-Arguments are somewhat
connected to the concepts
while few ideas irrelevant to
the concepts
-Lacks ability to smoothly
connect different arguments
on the concepts
-Arguments are not
consistent with
concepts
-No connections
between points in
writing
Critical Thinking
-demonstrates
critical thinking
advanced -demonstrates understanding -demonstrates
and basic critical thinking
understanding
critical thinking
and
some -demonstrates
limited understanding
and
basic critical thinking
Personal
Connection
-connect personal learning to -connects
personal -demonstrates
limited -demonstrates few/no
a larger scope(s)
understanding to immediate personal understanding
connections between
surroundings
personal
understanding
and
larger context
International
Mindedness
demonstrates
international context
local/ -considers local/ international -reflects
context
environment
immediate -does not consider
immediate environment
nor global context
Logical and Clear
Progression of
Thoughts
Written
Communication
Depth
of Engagement
-thoughtful
response
and
articulate -logical flow and
comprehend
Written expression is always
clear, and is marked by no
errors in grammar and
spelling.
Style is highly
developed,
and
organizational
flaws
are
extremely rare.
-
Asking provoking
Written expression is generally
clear, and is marked by few
errors in grammar and spelling.
Style is well developed, and
organizational flaws are fairly
rare.
-
Asking suitable
Written
expression
is
sometimes clear, and is
marked by some errors in
grammar and spelling. Style is
slightly
developed,
and
organizational flaws are fairly
common.
-
Understand content
Written expression is
rarely clear, and is
marked by many errors
in
grammar
and
spelling.
Style is
undeveloped,
and
organizational
flaws
are extremely common.
-
Able to
questions
questions to promote
from class, offer
summarize
Able to engage in
discussion
opinions about
content from
Able to ask questions
content but don’t
class, little to
in dialogue
provoke further
no personal
Content has formed
discussion
input
dialogue
-
easy to -concepts and ideas are -concepts and ideas
understandable with a few are
difficult
to
minor errors
comprehend
-
Content has formed
several tangible ideas
-
and provoked
several tangible ideas
questions beyond
without provided
the expected
“guiding questions”
material without
-
-
Content has formed a
-
tangible idea
-
Shows minimal
No evidence of
critical thought
-
Little to no
Shows moderate
interest in the
interest in the
interest in the content
content
content
provided “guiding
questions”
-
Shows profound
interest in content
Breadth
of Engagement
Extraordinary
input
of Adequate input of thought; Minimal input of thought;
thought;
well-rounded adequate consideration of minimal consideration of
consideration of alternative alternative perspectives
alternative perspectives
perspectives
General
Draws Deep Connections
Clear
understanding
required expectations
of Lack of focus and clarity
Contextualize Experiences
Meets all criteria
Relativity between focused
topic and greater context
Demonstrates clearly
thought process
Demonstrates
Deep
Personal Connections and
Contextual Understanding
Demonstrates
Thinking
Critical
Summarizing rather than
demonstrating deep critical
thinking
the
Does not demonstrate clear
understanding of the topic
of reflection
Summary of work,
without any input of
thought;
no
consideration
of
alternative
perspectives