Life is ten percent what happens to you and ninety percent how you respond to it. -Lou Holtz

The 90% comes from reflection. - am

A Reflection is : a.Mental concentration; careful consideration. b. A thought or an opinion resulting from such consideration.

Think about what you have done today (or recently). How does this affect you? You may wish to write about something you have LEARNED, how you FEEL, what you THINK, or of something you might be PROUD. Perhaps you HELPED someone or WONDER, WORRY or have QUESTIONS about something. Maybe you are THINKING of something you’d like to LEARN MORE about. You may also choose to write about a DREAM, an IDEA or FEELINGS that are on your mind. How will these things affect WHAT YOU WILL DO TOMORROW?

Reflection is a key component of professional development and life-long learning and involves personal analysis of experience and feelings. To be effective and constructive, reflective writing needs to go beyond description of events and your own associated feelings. You need to:

  • Step back, explore and analyze your own role
  • Consider the different perspectives of other people involved
  • Show awareness of social, organizational, and/or political influences
  • Show what you have learned in the process.

What did you discover about yourself as a learner from working on this project? Think critically; provide specific examples, experiences, and details from this project to support your conclusions about problem solving, triumphs and challenges, new skills acquired and how this fits into your future plans.

Prompts to stimulate reflection:

The reflection should address the following:

•What have you learned from the ______(experience,lesson, story, article, project, production)?

•Which elements are the most effective? Which parts need refinement?

•What barriers have you experienced? How did you overcome them?

How will you be able to take advantage of this in the future?

Ask yourself of a project:

•What artifacts are included in your project and why?

•What strategies did you recognize in this project?

•How would you describe this project, event, or assignment to someone else?

•What did you learn (skills and knowledge) from the project, event, or assignment?

•How are you able to apply what you discovered and learned to other areas of your life?

•What was your favorite aspect of this project, event, or assignment?

•What risks did you take with this project, event, or assignment?

•What problems did you encounter?

•If you could do it over again, would you and what would you do or change?

•What would you like to learn further about this subject, discipline, or professional field?

Reflection Rubrics

Criteria / Excellent / Satisfactory / Unsatisfactory
Expression / Thoughtfully expresses opinions & ideas in clear & concise manner with obvious connection to topic. / Opinions and ideas are stated clearly; occasional lack of connection to topic. / Does not express opinions or ideas clearly; minimal or no connection to topic.
Delivery / Completes on time;
grammatically correct with rare misspellings. / Completes on time;
errors in spelling and grammar evidenced. / Not completed by due date;
utilizes poor spelling and grammar.
Thoughtfulness / Reflection shows thorough thoughtfulness. / Reflection shows some thoughtfulness / Reflection shows little thoughtfulness. / Reflection show no thoughtfulness
Supporting details and examples / Reflection has supporting details and examples. / Reflection has some supporting details and examples. / Reflection has few details or examples. / Reflection has no details.
Quality and completeness / All parts of the reflection are complete and well done. / All parts of the reflection are complete. / Most parts of the reflection are complete. / Reflection is incomplete.
Student Learning Outcomes / Reflection addresses one or more Student Learning Outcomes supported by the rest of the reflection. / Reflection addresses at least one student learning outcome that is somewhat supported by the rest of the reflection. / At least one Student Learning Outcome mentioned / Student Learning Outcomes not mentioned
Not enough work completed for assessment.
Criteria / Superior / Sufficient / Minimal / Unacceptable
Depth of Reflection / Response demonstrates an in-depth reflection on, and personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are insightful and well supported. Clear, detailed examples are provided, as applicable. / Response demonstrates a general reflection on, and personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are supported. Appropriate examples are provided, as applicable. / Response demonstrates a minimal reflection on, and personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are unsupported or supported with flawed arguments. Examples, when applicable, are not provided or are irrelevant to the assignment. / Response demonstrates a lack of reflection on, or personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are missing, inappropriate, and/or unsupported. Examples, when applicable, are not provided.
Required Components / Response includes all components and meets or exceeds all requirements indicated in the instructions. Each question or part of the assignment is addressed thoroughly. All attachments and/or additional documents are included, as required. / Response includes all components and meets all requirements indicated in the instructions. Each question or part of the assignment is addressed. All attachments and/or additional documents are included, as required. / Response is missing some components and/or does not fully meet the requirements indicated in the instructions. Some questions or parts of the assignment are not addressed. Some attachments and additional documents, if required, are missing or unsuitable for the purpose of the assignment. / Response excludes essential components and/or does not address the requirements indicated in the instructions. Many parts of the assignment are addressed minimally, inadequately, and/or not at all.
Structure / Writing is clear, concise, and well organized with excellent sentence/paragraph construction. Thoughts are expressed in a coherent and logical manner. There are no more than three spelling, grammar, or syntax errors per page of writing. / Writing is mostly clear, concise, and well organized with good sentence/paragraph construction. Thoughts are expressed in a coherent and logical manner. There are no more than five spelling, grammar, or syntax errors per page of writing. / Writing is unclear and/or disorganized. Thoughts are not expressed in a logical manner. There are more than five spelling, grammar, or syntax errors per page of writing. / Writing is unclear and disorganized. Thoughts ramble and make little sense. There are numerous spelling, grammar, or syntax errors throughout the response.
Evidence and Practice / Response shows strong evidence of synthesis of ideas presented and insights gained throughout the entire course. The implications of these insights for the respondent's overall teaching practice are thoroughly detailed, as applicable. / Response shows evidence of synthesis of ideas presented and insights gained throughout the entire course. The implications of these insights for the respondent's overall teaching practice are presented, as applicable. / Response shows little evidence of synthesis of ideas presented and insights gained throughout the entire course. Few implications of these insights for the respondent's overall teaching practice are presented, as applicable. / Response shows no evidence of synthesis of ideas presented and insights gained throughout the entire course. No implications for the respondent's overall teaching practice are presented, as applicable.
Excellent / Good / Fair / Poor
Journal Article Reflection
This rubric is designed to evaluate a student's reflection on an assigned education journal article. / The writer completely covers all required information. / The writer does a good job applying the category to the journal article. / The assigned category needs work. / A poor job of providing the required information is performed by the writer.
APA reference citation and grammar.
The article is correctly referenced according to APA 6th edition guidelines. The writer uses standard English and correct grammar throughout the reflection. / No errors exist in the citation or in grammar and spelling. / The reference citation has one error. There are some spelling and grammar errors throughout the paper / The reference citation has more than one error as it is written. There are numerous grammar and spelling errors. / No attempt is made at referencing according to APA 6th edition guidelines.
Summary
A brief summary of the article is included in the reflection. / A brief summary of the article is given with all the required information. / A summary of the article is provided, but is lacking in one area. / A summary of the article is attempted, but is severely lacking in more than one area. / No summary is given.
Implications
The reflection contains information on how this topic might apply to their teaching field. / Implications are clearly explicated and demonstrate critical thinking skills / One or more implications are given and are sufficiently clarified. / One implication is mentioned, but is poorly developed in the reflection. / No implications are mentioned.
Personal experiences
The writer shares a personal experience they have had with the topic of the journal article either in their life as a student, or in their observations and internship experience here at UWA. / The personal experiences of the writer are fully explained and relate to the topic of the journal article / Personal experiences are clearly mentioned and expanded on. / Personal experiences are poorly developed in the reflection. / No personal experiences are given.
COMPONENT / Exceeds Standard / Meets Standard / Does Not Meet Standard
Content
Topic
Focus
Completeness /
  • Topic clearly expressed
  • Maintains consistent focus on topic.
  • Response includes ample and specific examples of reflection, newly acquired knowledge, and insight.
/
  • Topic evident.
  • Maintains focus on topic.
  • Response includes examples of reflection, newly acquired knowledge, and insight, but with limited details.
/
  • Topic not clear.
  • Fails to maintain focus
  • Fails to include examples of reflection, newly acquired knowledge, and insight, lacks supporting details or provides irrelevant details.

Organization
Format/Pattern
Logic
Transitions /
  • Integrates answers into unified, elegant organized essay
  • Provides a variety of transitions consistently which clearly serve to connect ideas.
/
  • Answers reflective question completely in an coherent, organized format
  • Provides adequate transitions which usually connect ideas and/or may be repetitive.
/
  • Little or no evidence of organizational pattern.
  • Fails to provide transitions or provides weak transitions.

Style/Voice
Word choice
Sentence Structure /
  • Uses colorful, varied and/or engaging language for intended audience and purpose.
  • Deliberately varies sentence length and structure for emphasis and clarity
/
  • Uses language appropriate for intended audience and purpose.
  • Varies sentence length and structure.
/
  • Uses vague or inappropriate vocabulary
  • Uses incomplete or overly simplistic sentences

Conventions
Usage
Spelling
Capitalization
Punctuation
Paragraphs /
  • Follows rules of standard English for usage, spelling, capitalization and punctuation
  • Clear evidence of proofreading, virtually error free.
  • Consistently indicates paragraphs
/
  • Generally follows rules of standard English for usage, spelling, capitalization and punctuation
  • Evidence of proofreading; exhibits few mistakes which do not interfere with communication
  • Indicates paragraphs correctly for the most part
/ Does not follow rules of standard English for usage, spelling, capitalization and punctuation
Little or no evidence of proofreading; exhibits many mistakes which interfere with communication
Response is one paragraph or no indication of paragraphs
REFLECTION JOURNAL RUBRIC
Category / Description / Point Value
Mechanics Well written, clear organization, uses standard English grammar, contains minor, if any, spelling errors / Well-written and well-organized / Inadequate due to lack of organization, grammar, and/or major spelling errors
Evidence of Critical Thinking Critical thinking includes application, analysis, synthesis and evaluation. Arguments are clear and show depth of insight into theoretical issues, originality of treatment, and relevance. May include unusual insights. Arguments are well supported. / Demonstrates critical thinking and the ability to apply concepts. / Demonstrates some critical thinking and application of concepts / Shows minor or incorrect application of concepts
Development of Ideas Well-developed thoughts, ideas, and details, which shows evidence of reflection, new ideas, and grasp of concepts. / Well-developed; shows evidence of reflection and/or metacognition; new ideas introduced and reflects a good grasp of concepts presented. / Shows some evidence of reflection, but not well-developed; few new ideas introduced but reflects a grasp of concepts presented. / Not much thought or detail; shows little evidence of reflection or grasp of concepts; no new ideas introduced.
Timeliness Submitting by stated due date / Submitted by deadline / Submitted no more than 24 hours after deadline / Submitted more than 24 hours after deadline or not submitted
Reflection Rubric
4 / 3 / 2 / 1 / 0
Relevance and Proof
Reflection speaks directly to the portfolio area. Clearly focuses on the guiding question with multiple examples. / Reflection speaks to the portfolio area; however, it provides limited connection to the guiding question. / Reflection speaks to the portfolio area but provides no connection to the guiding question. / Reflection only tangentially addresses the portfolio area. Guiding question is not addressed. / Reflection does not seem to be related to portfolio area.
Connection and Communication
Reflection clearly connects the student’s experiences with his/her work in this area. She/he talks about how these skills will be used in life after high school. / Reflection connects the student’s experiences with his/her work in this area. She/he makes limited connection between skills developed and future plans. / Reflection connects the student’s experiences with his/her work in this area. She/he makes no connection between current skills and future plans. / Reflection makes limited connection between experiences and skills with no connection between current skills and future plans. / Reflection does not connect experiences with skills and makes no connection between current skills and future plans.
Conventions
No obvious errors in grammar or writing mechanics. Reflection is well written and fluid. / Well written but with several errors of grammar, mechanics, or spelling. Points are still clearly understood. / Several errors of grammar, mechanics, or spelling. Points are understood but errors limit ability to get message across. / Multiple errors of grammar and mechanic. Structure of reflection is limited but message is still clear. / Errors of grammar, mechanics, and/or spelling make it reflection unclear and difficult to follow.
Assessment Rubric for Student Reflections
Criteria / Levels
Reflective
practitioner / Aware
practitioner / Reflection
novice / Unacceptable
Clarity: / Clarity: The language is clear and expressive. The reader can create a mental picture of the situation being described. Abstract concepts are explained accurately. Explanation of concepts makes sense to an uninformed reader. / Clarity: Minor, infrequent lapses in clarity and accuracy. / Clarity: There are frequent lapses in clarity and accuracy. / Clarity: Language is unclear and confusing throughout. Concepts are either not discussed or are presented inaccurately.
Relevance: / Relevance: The learning experience being reflected upon is relevant and meaningful to student and course learning goals. / Relevance: The learning experience being reflected upon is relevant and meaningful to student and course learning goals. / Relevance: Student makes attempts to demonstrate relevance, but the relevance is unclear to the reader. / Relevance: Most of the reflection is irrelevant to student and/or course learning goals.
Analysis: / Analysis: The reflection moves beyond simple description of the experience to an analysis of how the experience contributed to student understanding of self, others, and/or course concepts. / Analysis: The reflection demonstrates student attempts to analyze the experience but analysis lacks depth. / Analysis: Student makes attempts at applying the learning experience to understanding of self, others, and/or course concepts but fails to demonstrate depth of analysis. / Analysis: Reflection does not move beyond description of the learning experience(s).
Interconnections / Interconnections: The reflection demonstrates connections between the experience and material from other courses; past experience; and/or personal goals.
and define new modes of thinking as a result. / Interconnections: The reflection demonstrates connections between the experience and material from other courses; past experience; and/or personal goals. / Interconnections: There is little to no attempt to demonstrate connections between the learning experience and previous other personal and/or learning experiences. / Interconnection: No attempt to demonstrate connections to previous learning or experience.
Self-criticism: / Self-criticism: The reflection demonstrates ability of the student to question their own biases, stereotypes, preconceptions, and/or assumptions / Self-criticism: The reflection demonstrates ability of the student to question their own biases, stereotypes, preconceptions. / Self-criticism: There is some attempt at self-criticism, but the self-reflection fails to demonstrate a new awareness of personal biases, etc. / Self-criticism: Not attempt at self-criticism.
Writing Reflection
Sophisticated
(A) / Very Competent (B) / Fairly Competent (C) / Not Yet Competent (D)
Accuracy
(Grasp of
readings) / Paper represents the
authors’ ideas, evidenceor conclusions accurately,fairly and eloquently.
Shows a firm understandingof the implications of each
author’s argument(s). / Paper represents the
author’s ideas, evidence
and conclusions accurately. / Paper represents
the authors’ ideas,
evidence and
conclusions
accurately but
not sufficiently clearly.
Minor inaccuracies. / Paper misrepresents
the authors’ ideas,
evidence and/or
conclusions. Major