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The rubric evaluates student reflections on a scale of 1 to 4 in three areas: reflective thinking, analysis, and making connections. For reflective thinking, a 4 response explains the student's thinking and learning processes as well as implications for future learning. A 3 response explains the student's thinking about their own learning processes. A 2 response attempts to demonstrate thinking about learning but is vague. A 1 response does not address the student's thinking or learning. Similarly, higher scores require more in-depth analysis of the learning experience and greater articulation of connections to other learning.
The rubric evaluates student reflections on a scale of 1 to 4 in three areas: reflective thinking, analysis, and making connections. For reflective thinking, a 4 response explains the student's thinking and learning processes as well as implications for future learning. A 3 response explains the student's thinking about their own learning processes. A 2 response attempts to demonstrate thinking about learning but is vague. A 1 response does not address the student's thinking or learning. Similarly, higher scores require more in-depth analysis of the learning experience and greater articulation of connections to other learning.
The rubric evaluates student reflections on a scale of 1 to 4 in three areas: reflective thinking, analysis, and making connections. For reflective thinking, a 4 response explains the student's thinking and learning processes as well as implications for future learning. A 3 response explains the student's thinking about their own learning processes. A 2 response attempts to demonstrate thinking about learning but is vague. A 1 response does not address the student's thinking or learning. Similarly, higher scores require more in-depth analysis of the learning experience and greater articulation of connections to other learning.
Expectations Expectations Expectations Expectations 4 3 2 1 The reflection The reflection The reflection The reflection does explains the explains the attempts to not address the student’s own student’s thinking demonstrate student’s thinking thinking and about his/her own thinking about and/or learning. Reflective learning processes, learning processes. learning but is Thinking as well as vague and/or implications for unclear about the future learning. personal learning process..
The reflection is an The reflection is an The reflection The reflection does
in-depth analysis analysis of the attempts to not move beyond a of the learning learning analyze the description of the experience, the experience and the learning learning value of the value of the experience but the experience. Analysis derived learning to derived learning to value of the self or others, and self or others. learning to the the enhancement student or others is of the student’s vague and/or appreciation for unclear. the discipline. The reflection The reflection The reflection The reflection does articulates articulates attempts to not articulate any multiple connections articulate connection to other connections between this connections learning or between this learning between this experiences. learning experience and learning experience and content from other experience and content from other courses, past content from other Making courses, past learning courses, past Connections learning, life experiences, and/or learning experiences and/or future goals. experiences, or future goals. personal goals, but the connection is vague and/or unclear.