Reflection Journal Rubric and Instructor Notes

Journal Reflection Rubric
Criteria Unsatisfactory-Beginning Developing Accomplished Exemplary Total

Content 0-34 points 35-39 points 40-44 points 45-50 points /50
Reflection Reflection lacks critical thinking. Reflection demonstrates limited Reflection demonstrates some Reflection demonstrates a high
Superficial connections are made critical thinking in applying, degree of critical thinking in degree of critical thinking in
with key course concepts and course analyzing, and/or evaluating applying, analyzing, and/or applying, analyzing, and evaluating
materials, activities, and/or key course concepts and evaluating key course concepts key course concepts and theories
assignments theories from readings, and theories from readings, from readings, lectures, media,
lectures, media, discussions, lectures, media, discussions discussions activities, and/or
activities, and/or assignments activities, and/or assignments. assignments. Insightful and
Minimal connections made Connections made through relevant connections made through
through explanations, explanations, inferences, and/or contextual explanations,
inferences, and/or examples. examples. inferences, and examples.
Personal 0-13 points 14-15 points 16-17 points 18-20 points /30
Growth Conveys inadequate evidence of Conveys limited evidence of Conveys evidence of reflection Conveys strong evidence of
reflection on own work in response to reflection on own work in on own work with a personal reflection on own work with a
the self-assessment questions posed. response to the self-assessment response to the self-assessment personal response to the self-
Personal growth and awareness are questions posed. Demonstrates questions posed. Demonstrates assessment questions posed.
not evident and/or demonstrates a less than adequate personal satisfactory personal growth and Demonstrates significant personal
neutral experience with negligible growth and awareness through awareness through some growth and awareness of deeper
personal impact. Lacks enough few or simplistic inferences inferences made, examples, meaning through inferences made,
inferences, examples, personal made, examples, insights, insights, and challenges. Some examples, well developed insights,
insights and challenges, and/or future and/or challenges that are not thought of the future and substantial depth in
implications are overlooked. well developed. Minimal implications of current perceptions and challenges.
thought of the future experience. Synthesizes current experience into
implications of current future implications.
experience.
Writing 0-13 points 14-15 points 16-17 points 18-20 points /20
Quality Poor writing style lacking in standard Average and/or casual writing Above average writing style and Well written and clearly organized
English, clarity, language used, style that is sometimes unclear logically organized using using standard English,
and/or frequent errors in grammar, and/or with some errors in standard English with minor characterized by elements of a
punctuation, usage, and spelling. grammar, punctuation, usage, errors in grammar, punctuation, strong writing style and basically
Needs work. and spelling. usage, and spelling. free from grammar, punctuation,
usage, and spelling errors.
Timeliness Deduct 11 points-overall failing Deduct 6-10 points Deduct 1-5 points 0 points deducted /--
Journal reflection is submitted 2-3 Journal reflection is submitted Journal reflection is submitted Journal reflection is submitted on
days (49-72 hours) after the deadline. 1-2 days (25-48 hours) after the within 1 day (24 hours) after the or before deadline.
deadline. deadline.
TOTAL POINTS (sum of 4 Criteria) /100
1
Instructor Guide and Notes
 Sharing and discussing your Rubric with students is a good idea so that you can all come to a common understanding of what
is expected for the reflection assignment and how students’ work will be graded. Students should be able to visibly see a link
to the Rubric at the beginning of the assignment in web-enhanced, hybrid, or fully online courses if a course management
system is used.
 Rubrics make the process of grading more objective, consistent, and quicker (in the long run).
 Rubrics can also be used when reviewing any grade appeals.
 When grading:
o Pick three students’ journal reflections at random and “practice” grading them using the Rubric so you get a better feel
for it.
o Focus on the “Exemplary” mastery level (category) on each criterion before the other mastery levels (i.e.,
Accomplished, Developing, Beginning-Unsatisfactory) when evaluating and grading each student’s reflection. The
Exemplary mastery level articulates the highest learning outcome.
 If the rubric doesn’t do what you want, adjust it, as needed. For example, modify mastery descriptions to add “context” for
your journal reflection assignment, if needed. However, be careful to maintain a similar “weighting” of criteria (i.e., “content”
should be a significantly higher weighting than the “mechanics” of the assignment). Also, be aware that the “points” assigned
for each mastery level have been mathematically calculated and proportioned as follows: overall, Exemplary is ~ 90-100%;
Accomplished is ~80-89%; Developing is ~ 70-79%; and Beginning-Unsatisfactory is ~ 0-69%.
 This Rubric will work with both “percentage-based” grading systems and “points-based” grading systems. For percentage-
based grading systems, it is important that the overall points add up to 100 points to work properly with the Gradebook in the
course management system (e.g., eCollege, Sakai, etc.).
 It is recommended that instructors include a “model” of an “Exemplary” journal reflection so students have a frame of
reference before undertaking the assignment.

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Journal Reflection Rubric

Criteria Unsatisfactory-Beginning Developing Accomplished Exemplary Total

 Rubrics can also be used when reviewing any grade appeals.

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