Rubric Used to Assess Reflective Practice
Learners demonstrate integrated knowledge about adults as learners, the social-cultural contexts for learning, and the epistemological lenses that
frame learning. Their philosophies of practice, well-grounded and critically informed through life experience and exposure to the professional
literature in adult aducation, enables them to effectively apply theory to their teaching practices. In addition, effective educators of adults establish
reflective practices that enable them to continually challenge themselves to live the Platonic ideal of an “examined life.”
CRITICAL REFLECTION: TOWARD A PHILOSOPHY
OF PRACTICE
Reflection on adult learners
Examination of the educative nature of adult
development and life experiences, including
how cognitive processes, language, culture,
ethnicity, race, gender, sexual orientation, and
poverty effect individuals’ readiness, motivation
and purposes for learning.
UNEXAMINED
EMERGING
AWARE
HIGHLY INTEGRATED
No evidence of
reflection in this
area.
Some attempts to
reflect critically, but
ideas are often
incomplete or not
well-grounded in
personal experience
or established
theory.
Conscious effort to reflect critically
in a disciplined way. Most ideas are
grounded in theory or prior
experience. Nuanced
understandings are emerging,
although not fully articulated. Only
superficial attempts are made to
integrate ideas with personal
philosophy of practice.
Ideas reflect a deep
understanding of multiple
theoretical perspectives.
The learner critically
integrates ideas into a
personal philosophy of
practice.
Some attempts to
articulate the sociocultural context of
learning, but ideas
are often incomplete
or not well-grounded
in personal
experience or
established theory.
Conscious effort to articulate
understanding of the socio-cultural
contexts for learning in a disciplined
way. Most ideas are grounded in
theory or prior experience. Nuanced
understandings are emerging,
although not fully articulated. Only
superficial attempts to integrate
ideas with a personal philosophy of
practice.
Ideas reflect a deep
understanding of multiple
theoretical perspectives in
understanding the sociocultural context for
learning. The learner
critically integrates ideas
into a personal philosophy
of practice.
Some attempts to
articulate an
epistemological
perspective, but
ideas are often
incomplete or not
well-grounded in
personal experience
or established
theory.
Conscious effort to articulate an
epistemological perspective in
disciplined way. Most ideas are
grounded in theory or prior
experience. Nuanced
understandings are emerging, but
not fully articulated. Only superficial
attempt to integrate ideas with
personal philosophy of practice.
Ideas reflect a deep
understanding of multiple
theoretical perspectives on
ways of knowing. The
learner critically integrates
an epistemological stance
into a personal philosophy
of practice.
Reflection on social-cultural contexts for learning
Examination of how adult learning is shaped by No evidence of
globalization, technology, and diversity.
reflection in this
Understanding of the social justice implications area.
of access to learning and the political purposes
embedded in curricula and policy, including
exploration of who sets the purposes for
learning and why. Participation in communities
of practice.
Reflection on ways of knowing
Examination of how epistemological lenses
contain assumptions about reality, power,
diversity, and the nature of and purposes for
learning. Understanding what various lenses
say about the nature of knowledge, where it
comes from, and our ability to transfer
knowledge from one context to another, as well
as how epistemic knowledge informs
pedagogy.
No evidence of
reflection in this
area.
Reflection on instruction and learning
Examination of theories about how adults learn
drawn from life experience, as well as historical
and contemporary scholarship. The practical
application of theory to teaching. The role of
the adult educator.
No evidence of
reflection in this
area.
Some attempts to
articulate theories
about how adults
learn, but ideas are
often incomplete or
not well-grounded in
personal experience
or established
theory.
Conscious effort to articulate
theories about how adults learn in a
disciplined way. Most ideas are
grounded in theory or prior
experience. Nuanced
understandings are emerging, but
not fully articulated. Only superficial
attempt to integrate ideas with
personal philosophy of practice.
Ideas reflect a deep
understanding of multiple
theoretical perspectives
about instruction and
learning. Further, the
learner critically integrates
ideas into a personal
philosophy of practice.
No evidence of
reflection in this
area
Some attempts to
articulate a
philosophy of
practice, but ideas
are often incomplete
or not well-grounded
in personal
experience or
established theory.
Conscious effort to articulate a
philosophy of practice in a
disciplined way. Most ideas are
grounding in both theory and
practice. Nuanced understandings
are emerging, though not fully
articulated. Only superficial attempt
to integrate ideas with personal
philosophy of practice.
Ideas reflect a deep
understanding of multiple
theoretical perspectives in
developing meta-level
reflective practices.
Further, the learner
critically integrates ideas
into a personal philosophy
of practice.
Meta-reflection: My reflective practices
Integration of personal, professional, and
philosophical perspectives into a coherent and
developing philosophy of practice.
Congruence between espoused theory and
theory-in-use.
My learning style and capacity to learn from
experience.
Use of reflective tools in his or her own learning
and practice.