Generic rubrics for assessment of reflective statements

Score Task description

5 A response at this level largely achieves all of the following:
The writer demonstrates an excellent ability to reflect on their learning
The experience which is the focus of the reflection is clearly described. The description fully anticipates the
following analysis, evaluation and goal setting. All the information in the description is later developed.
The writer locates the description fully within the context of their own previous knowledge and experience
and relates it to the learning outcomes of the programme and to their own future studies.
The evaluation demonstrates awareness of deep learning. The writer explains clearly the quality of the
experience and insights gained and provides a convincing justification for these from the analysis.
The writer identifies specific and achievable goals and strategies for improvement based on the analysis and
evaluation of the experience.
4 A response at this level largely achieves all of the following:
The writer demonstrates a competent ability to reflect on their learning
The experience which is the focus of the reflection is described. The description anticipates the following
analysis, evaluation and goal setting. Most of the information in the description is later developed.
The writer is generally able to locate the description within the context of their own previous knowledge
and experience and to relate it to the learning outcomes of the programme and to their own future studies.
The evaluation demonstrates some awareness of deep learning. The writer comments on the quality of the
experience and insights gained and provides some justification for these from the analysis.
The writer identifies goals and strategies for improvement, most of which seem specific and achievable,
based on the analysis and evaluation of the experience.
3 A response at this level is marked by one or more of the following:
The writer shows some ability to reflect on their learning but there may be some redundancy.
The experience which is the focus of the reflection is described but this description may not link effectively
to the following analysis, evaluation and goal setting. Some information in the description is not developed.
The writer shows limited ability to locate the description within the context of their own knowledge and
experience, the programme learning outcomes and their own future studies.
The evaluation demonstrates limited awareness of learning. The writer shows a limited ability to comment
on the quality of the experience and insights gained and justification for these may be limited or absent.
The writer attempts to identify goals and strategies for improvement but these may be unfocused with little
relation to the analysis and evaluation of the experience.
2 A response at this level may reveal one or more of the following weaknesses:
The writer shows limited ability to reflect on their learning.
The description is too brief or unclear and not linked to any analysis, evaluation or goal setting.
The writer does not locate the description within the context of their own knowledge and experience. The
reflection may be simply an evaluation of the programme rather than of their own learning.
The evaluation demonstrates little awareness of learning. The writer is not able to comment on the quality
of the experience or any insights gained.
Attempts to identify goals and strategies for improvement are extremely limited, producing vague and
general aspirations for the future.
1 A response at this level is seriously flawed by one or more of the following weaknesses:
There is a description but no reflection.
The writer simply outlines the components of the course.
The writer does not refer to their own experience or understanding or offers only a general evaluation of
the course.
There is no evaluation of learning or indication of any insights gained.
There is no attempt to identify goals and strategies for improvement.