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    Rubrics For Reflection

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    Nazatul Azlin Hamzah
    The document outlines a rubric for evaluating student reflections in a course. It provides 5 levels for assessing reflections, ranging from level 1 which lacks focus and shows limited perception of tasks, to level 5 which is very focused and shows clear perception of tasks. For each level it describes the expected quality of writing, depth of thinking, learning, and evidence of overcoming problems. Level 5 reflections are considered very fluently written with no grammatical errors.

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    Rubrics For Reflection

    Uploaded by

    Nazatul Azlin Hamzah
    22 views2 pages
    The document outlines a rubric for evaluating student reflections in a course. It provides 5 levels for assessing reflections, ranging from level 1 which lacks focus and shows limited perception of tasks, to level 5 which is very focused and shows clear perception of tasks. For each level it describes the expected quality of writing, depth of thinking, learning, and evidence of overcoming problems. Level 5 reflections are considered very fluently written with no grammatical errors.

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    rubric for relfection

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    Rubrics for Reflection

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    The document outlines a rubric for evaluating student reflections in a course. It provides 5 levels for assessing reflections, ranging from level 1 which lacks focus and shows limited perception of tasks, to level 5 which is very focused and shows clear perception of tasks. For each level it describes the expected quality of writing, depth of thinking, learning, and evidence of overcoming problems. Level 5 reflections are considered very fluently written with no grammatical errors.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as doc, pdf, or txt
    22 views2 pages

    Rubrics For Reflection

    Uploaded by

    Nazatul Azlin Hamzah
    The document outlines a rubric for evaluating student reflections in a course. It provides 5 levels for assessing reflections, ranging from level 1 which lacks focus and shows limited perception of tasks, to level 5 which is very focused and shows clear perception of tasks. For each level it describes the expected quality of writing, depth of thinking, learning, and evidence of overcoming problems. Level 5 reflections are considered very fluently written with no grammatical errors.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as doc, pdf, or txt
    of 2

    SCHOOL OF EDUCATION AND SOCIAL SCIENCES, FBMP

    RUBRICS FOR REFLECTION (GRS3042) NAME: 1 Reflection lacks focus. Shows very limited perception of the tasks. 2 Reflection lacks focus. Shows limited perception of the tasks. MATRIC NO: 3 Reflection is very general. Shows some perception of the tasks. 4 Reflection is focused. Shows clear perception of the tasks. 5 Reflection is very focused and significant. Shows very clear perception of the tasks. Reflection is very fluently and accurately written. Entries reflect mature thinking, learning and self-development. MARKS

    Merely record of situation or events.

    Reflection lacks clarity. Mostly record of situation or events. Entries reflect a limited attempt at thinking, learning and selfdevelopment. !ives very little evidence of how trainees overcome pro lems in the process of writing. "ontains some gross grammatical errors.

    Reflection is adequately written.

    Reflection is quite fluently and clearly written. Entries reflect thinking, learning and self-development in the course of writing process. !ives some evidence of how trainees relate and react to overcome pro lems in the process. "ontains a few grammatical errors.

    Entries do reflect thinking, learning and self-development.

    Entries reflect an attempt at thinking, learning and selfdevelopment. !ives adequate evidence of how trainees relate and react to overcome pro lems in the process of writing. "ontains some grammatical errors which do not impede understanding.

    Poor evidence of how trainees overcome pro lems in the process of writing.

    !ives very clear evidence of how trainees relate and react to overcome pro lems in the process of writing. #o grammatical errors.

    "ontains many gross grammatical errors which impede understanding.

    TOTAL

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