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Rubric: Reflection Paper

		Beginning	Developing	Accomplished	Excellent
	Weight	0-69	70-79	80-89	90-100
Clarity	20%	Language is unclear and confusing throughout; Concepts are either not discussed or are presented inaccurately.	There are frequent lapses in clarity and accuracy.	Minor, infrequent lapses in clarity and accuracy.	The language is clear and expressive. The reader can create a mental picture of the situation being described. Abstract concepts are explained accurately.
Relevance	20%	Most of the reflection is irrelevant to student and/or course learning goals.	Student attempts to demonstrate relevance, but it is unclear to the reader.	The learning experience being reflected upon is relevant to course learning goals.	The learning experience being reflected upon is relevant to course learning goals and creates insightful meaning.
Analysis	20%	Reflection does not move beyond description of learning experience.	Student makes the attempt to apply the learning experience to understanding of the self, other, and/or course concepts, but fails to demonstrate depth of analysis.	The reflection demonstrates student attempts to analyze experience but analysis lacks depth.	The reflection moves beyond simple description of the experience to an analysis of how the experience contributed to student understanding of self, others, and/or course concepts.
Interconnections	20%	No attempt to demonstrate connections to prior knowledge or text.	Some attempt to connect prior knowledge and text, but connection is unclear.	The reflection demonstrates connections between prior knowledge and text.	The reflection demonstrates connections between prior knowledge and text and clearly elucidates either attachment/relationship issues or cognition and brain development.
Self-Appraisal	20%	No attempt at self-appraisal.	Some attempt at self-appraisal, but fails to demonstrate new awareness of personal biases.	The reflection demonstrates ability to question biases, stereotypes, and preconceptions.	The reflection demonstrates ability of the student to question their own biases, stereotypes, and/or assumptions and define new modes of thinking and behavior as a result.