Various tools exist for the assessment of reflection activities
such as journals, group presentations and written assignments. Differences in tools reflect what it is that
is being assessed, for example there are rubrics for assessing the level of reflection (how
deeply a student thinks about their experience), the type of reflection (reflecting on their experience versus a course concept), and for the stage
at which a student is reflecting (developmentally how far along the
reflection continuum the student sits).
Alternatively, some faculty choose to assess
reflection assignments based on the learning outcome they are focused on
developing, such as: critical thinking, intercultural communication, and / or
civic engagement.
To make choosing an assessment tool easy, several rubrics
have been designed based on theory and research. You can find links to these tools below as
well as a list of some research articles that inform these rubrics.
For Everything Rubrics:
Rubrics specific to reflection assignments:
DEAL Model of reflection (based on Ash and Clayton, 2009):
Other rubrics (from the American Association of Colleges and Universities:
Civic Engagement: http://www.aacu.org/civic-engagement-value-rubric
Intercultural-knowledge: http://www.aacu.org/value/rubrics/intercultural-knowledge
Critical Thinking Value: http://www.aacu.org/value/rubrics/critical-thinking
Scholarly Articles on Assessing Reflection:
Many of the articles below offer grading rubrics based on
their research and adaptations of these rubrics can be found in many of the sample rubrics above.
Structuring reflection assignments:
Ash, S. L., & Clayton, P. H. (2004). The
articulated learning: An approach to guided reflection and assessment. Innovative
Higher Education, 29(2), 137-154
Correia, M. G., & Bleicher, R. E. (2008). Making
connections to teach reflection. Michigan Journal of Community Service
Learning, 41-49.
Molee, L. M., Henry, M. E., Sessa, V. I., &
McKinney-Prupis, E. R. (2010). Assessing learning in service-learning courses
through critical reflection. Journal of Experiential Education, 33(3),
239-257.
Criteria for assessing reflection:
Williams, R. M., &
Sundelin, G. (2000). Assessing the reliability of grading reflective journal
writing. Journal of Physical Therapy Education, 14(2), 23-26
Assessing the quality / Level of reflection:
Marchel, C. A. (2004). Evaluating reflection and
sociocultural awareness in service learning classes. Teaching of Psychology,
31(2), 120-123.
Kember, D., Jones, A., Loke, A., McKay, J., Sinclair,
K., Tse, H., . . . Yeung, E. (1999). Determining the level of reflective
thinking from students' written journals using a coding scheme based on the
work of Mezirow. International Journal of Lifelong Education, 18(1),
18-30.
Assessing depth of learning and critical thinking:
Molee, L. M., Henry, M. E., Sessa, V. I., &
McKinney-Prupis, E. R. (2010). Assessing learning in service-learning courses
through critical reflection. Journal of Experiential Education, 33(3),
239-257.
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