Assessment Rubric for Learning Reflection 2: Meta-cognition
STUDENT:
4.0 Accomplished
1. Purpose Presents an in-depth critical
reflection on the student’s own work
_____ x 2 = _____ and behaviour.
2. Clarity of Thesis Presents a clearly articulated thesis
that is highly appropriate for the
_____ x 2 = _____ length and scope of the essay.
3. Support Provides convincing support of
thesis, using strongly descriptive
_____ x 3 = _____ words, concrete images, and specific
examples to emphasize and
contextualize important ideas.
4. Hypothesizing Provides strong, specific hypotheses
as to causes, connections, or
_____ x 1 = _____ outcomes.
5. Strategizing Effectively describes in detail
strategies explored to overcome
_____ x 1 = _____ obstacles.
6. Evaluating Effectively and critically evaluates
strategies that were used.
_____ x 1 = _____
7. Conclusion Draws appropriate and insightful
conclusions from the material.
_____ x 1 = _____
8. Organization Effectively and explicitly organizes
content in a logical and coherent
_____ x 4 = _____ structure that takes good advantage
of the conventions of the
document’s form; provides
substantial assistance to reader in
understanding structure.
9. Audience Reflects sensitivity to the audience’s
needs; anticipates and responds to
_____ x 1 = _____ the audience’s questions and
expectations.
10. Design and Effectively utilizes principles of
Presentation document design and, if applicable,
effectively and attractively displays
_____ x 1 = _____ illustrative materials using
appropriate conventions.
11. Style and Mechanics Skilfully adapts style to the
audience, document, and discipline;
_____ x 3 = _____ contains few, if any, mechanical and
spelling errors.
TOTAL: ______ / 80 = ______%
3.0 Proficient
Presents an adequate critical reflection
on the student’s own work and
behaviour.
Presents a thesis that is slightly
unclear, but generally appropriate for
the length and scope of the essay.
Provides adequate support of thesis,
using specific examples to emphasize
and contextualize important ideas.
Provides adequate hypotheses
adequately as to causes, connections,
or outcomes.
Adequately describes strategies
explored to overcome obstacles.
Adequately evaluates strategies that
were used.
Draws appropriate conclusions from
the material.
Organizes content in a coherent
structure with only minor problems
with coherence; provides minimal
assistance to reader in understanding
structure. Uses an appropriate form of
document and mechanically adheres to
the form’s conventions.
Reflects the effort to adapt writing to
the needs of an audience, but may fail
to anticipate adequately the audience’s
questions and expectations.
Conforms mechanically to principles
of document design and, if applicable,
displays illustrative materials using
appropriate conventions with only
minor problems.
Demonstrates stylistic competency but
may contain mechanical and/or
spelling errors.
2.0 Developing
Presents a superficial reflection on
the student’s own work and
behaviour.
Presents a thesis that is unclear
and/or inappropriate for the length
and scope of the essay.
Provides minimal support of thesis;
not all important ideas are supported
by specific examples; may include
irrelevant material.
Presents vague hypotheses as to
causes, connections, or outcomes.
Minimally describes strategies
explored to overcome obstacles.
Minimally evaluates strategies that
were used.
Draws weak conclusions from the
material.
Uses an appropriate form of
document but lacks understanding of
the form’s conventions. May
confuse reader about logic of
organization; does not inform reader
about structure; structure may fail to
cohere.
Does not adequately reflect the
effort to adapt writing to an
audience.
Does not reflect understanding of
document design and/or does not
adequately display illustrative
materials (if applicable)
Style may be stilted or inappropriate
for audience; reflects a pattern of
mechanical and spelling errors.
1.0 Beginning
Does not present a reflection on the
student’s own work or behaviour;
focus remains on the work and
behaviour of others.
Thesis cannot be determined.
Does not provide sufficient support
of thesis; may rely on generalities
and/or may include irrelevant or
inappropriate material.
Does not present hypotheses as to
causes, connections, or outcomes.
Insufficiently describes strategies
used to overcoming obstacles.
Insufficiently evaluates strategies
that were used.
Draws inappropriate conclusions
from the material or fails to draw
any conclusions.
Uses an inappropriate form of
document and/or reflects ignorance
of the form’s conventions.
Organizes content in an incoherent
or illogical manner.
Reflects insensitivity to the needs of
an audience; may alienate or offend
the audience.
Document is unprofessionally or
unattractively designed; if
applicable, does not display
necessary illustrative materials or
does so in an unprofessional manner
Style is immature or inconsistent;
contains frequent and serious errors
in mechanics and spelling that may
inhibit comprehension.