reflective essay rubric

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• IRWC Interactive Rubric for Written Communication
• Interactive Rubric for Written Communication
• Reflective Essay

Interactive Rubric for Written Communication: Reflective Essay

• Introduction
• 1.2. Thesis
• 1.3. Context
• 1.4. Audience
• 2.1. Information & Data
• 2.2. Conceptual Knowledge
• 2.3. Examples & Illustrations
• 2.4. Sources
• 2.4.1. Relevance
• 2.4.2. Authority
• 3.2. Evidence
• 3.3. Specificity
• 3.4. Creativity
• 3.5. Criticality
• 3.6. Reflexivity
• 3.7. Evaluation
• 4.1. Section
• 4.2. Paragraph
• 4.3. Sequence
• 4.4. Cohesive Ties
• 5.1. Clarity
• 5.2.1. Mood
• 5.2.2. Mode
• 5.2.3. Narrative Form
• 5.2.4. Voice (Active/Passive)
• 5.4. Vocabulary
• 5.4.1. Academic Vocabulary
• 5.4.2. Technical Vocabulary
• 5.4.3. Inclusive Language
• 5.5. Literary Devices
• 5.6. Referencing
• 5.6.1. Citations
• 5.6.2. Reference List
• 5.6.3. Quotations
• 5.6.4. Application
• 5.6.5. Paraphrasing & Plagiarism
• 5.7. Formatting
• 5.7.1. Font
• 5.7.2. Spacing
• 5.8. Length
• 6.1. Sentences
• 6.1.1. Fragments
• 6.1.2. Run-on Sentences
• 6.1.3. Agreement
• 6.2. Word Classes
• 6.2.1. Pronouns
• 6.2.2. Prepositions
• 6.2.3. Articles
• 6.2.4. Conjunctions
• 7.1. Spelling
• 7.2. Punctuation
• 7.2.1. Apostrophes
• 7.2.2. Full Stops
• 7.2.3. Capitalisation
• 7.2.4. Quotation Marks
• 7.2.5. Commas & Colons
• 7.2.6. Abbreviations
• 7.2.7. Other (e.g., Hyphens)
• 7.3. Editing
• Persuasive Essay
• For Lecturers

1.1. 1.2. 1.3. 1.4. 1.5.
2.1. 2.2. 2.3. 2.4. 2.4.1. 2.4.2.
3.1. 3.2. 3.3. 3.4. 3.5. 3.6. 3.7.
4.1. 4.2. 4.3. 4.4.
5.1. 5.2. 5.2.1. 5.2.2. 5.2.3. 5.2.4. 5.3. 5.4. 5.4.1. 5.4.2. 5.4.3. 5.5. 5.6. 5.6.1. 5.6.2. 5.6.3. 5.6.4. 5.6.5. 5.7. 5.7.1. 5.7.2. 5.8.
6.1. 6.1.1. 6.1.2. 6.1.3. 6.2. 6.2.1. 6.2.2. 6.2.3. 6.2.4.	NTAX
7.1. 7.2. 7.2.1. 7.2.2. 7.2.3. 7.2.4. 7.2.5. 7.2.6. 7.2.7. 7.3.

Reflective essays

Genre: A reflective essay reflects critically on personal experience and opinion in light of broader literature, theories or subject materials. As conventions and expectations may differ across contexts, always check with your lecturer for the specific conventions of the genre.

Context: This short reflective essay and reply was written in response to a weekly assessment task in an atypical development unit that required students to reflect on their own position in relation the following question :

Do Barbie Dolls affect girls' body image? If you had (or have) a young daughter, would you allow her to play with Barbie or Bratz dolls? Why or why not?

Reflective essay example 

Response: Barbie Dolls and Body Image: Just Child’s Play? This title links to the topic of the writing and raises a question that implies a thesis .

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Rubric Code: By Ready to use Public Rubric Subject:    Type:    Grade Levels: 9-12

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Reflective Essay Rubric

Category	Exceeds Standard	Meets Standard	Nearly Meets Standard	Does Not Meet Standard	No Evidence	Score
Reflect personal learning stretch in Science Project	Shows great depth of knowledge and learning, reveals feelings and thoughts, abstract ideas reflected through use of specific details.	Relates learning with research and project, personal and general reflections included, uses concrete language.	Does not go deeply into the reflection of learning, generalizations and limited insight, uses some detail.	Little or no explanation or reflection on learning, no or few details to support reflection.	Shows no evidence of learning or reflection.
Organization-Structural Development of the Idea	Writer demonstrates logical and subtle sequencing of ideas through well- developed paragraphs; transitions are used to enhance organization.	Paragraph development present but not perfected.	Logical organization; organization of ideas not fully developed.	No evidence of structure or organization.
Conclusion	The conclusion is engaging and restates personal learning.	The conclusion restates the learning.	The conclusion does not adequately restate the learning.	Incomplete and/or unfocused.
Mechanics	No errors in punctuation, capitalization and spelling.	Almost no errors in punctuation, capitalization and spelling.	Many errors in punctuation, capitalization and spelling.	Numerous and distracting errors in punctuation, capitalization and spelling.	Not applicable
Usage	No errors in sentence structure and word usage.	Almost no errors in sentence structure and word usage.	Many errors in sentence structure and word usage.	Numerous and distracting errors in sentence structure and word usage.	Not applicable

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20.7 Evaluation: Evaluating Self-Reflection

Learning outcomes.

By the end of this section, you will be able to:

• Articulate how genre conventions for structure, tone, and mechanics vary.
• Evaluate a written work for critical language awareness, clarity and coherence, and rhetorical choices.

As you know, one of the most important aspects of improving as a writer is the ability to evaluate yourself and your writing. Certainly, writing assignments help you, but it is important to learn this kind of evaluation for yourself and work to improve. Moreover, as you deconstruct your writing, you will recognize some aspects that carry over to other courses and disciplines, thus demonstrating the universality of writing. Use this rubric to help you plan, write, or review your reflective essay.

	The text always adheres to the “Editing Focus” of this chapter: clear use of pronouns, as discussed in Section 20.6. The text shows ample evidence of the writer’s intent to consciously meet or challenge conventional expectations in rhetorically effective ways.	The writer consistently explains their progress, clearly demonstrating purpose and a combination of thought and narrative in an expert way. Well-chosen transitions and consistently clear connective ideas link the parts of the reflection.	The writer consistently provides meaningful analysis, examples, explanations, observations, speculation, and honest criticism that lead to a thoughtful and purposeful self-evaluation.
	The text usually adheres to the “Editing Focus” of this chapter: clear use of pronouns, as discussed in Section 20.6. The text shows some evidence of the writer’s intent to consciously meet or challenge conventional expectations in rhetorically effective ways.	The writer explains their progress, clearly demonstrating purpose and a combination of thought and narrative. Transitions, if not always enough, and generally clear connective ideas link the parts of the reflection.	The writer usually provides meaningful analysis, examples, explanations, observations, speculation, and honest criticism that lead to purposeful and thoughtful self-evaluation. However, some areas may be somewhat less developed than others.
	The text generally adheres to the “Editing Focus” of this chapter: clear use of pronouns, as discussed in Section 20.6. The text shows limited evidence of the writer’s intent to consciously meet or challenge conventional expectations in rhetorically effective ways.	The writer explains their progress, if not always clearly demonstrating purpose and a combination of thought and narrative. Some transitions help achieve coherence, but there are not quite enough, nor are ideas consistently connected.	The writer provides some meaningful analysis, examples, explanations, observations, speculation, and honest, if sometimes superficial, criticism that lead to purposeful and occasionally thoughtful self-evaluation. Some or even most areas may be less developed than others.
	The text occasionally adheres to the “Editing Focus” of this chapter: clear use of pronouns, as discussed in Section 20.6. The text shows emerging evidence of the writer’s intent to consciously meet or challenge conventional expectations in rhetorically effective ways.	The writer attempts to explain their progress but does not clearly demonstrate purpose or a combination of thought and narrative. There may be too much of one or too little of both. Transitions are either missing or ineffective, as are connecting ideas. The essay may be difficult to follow throughout or in places.	The writer provides a minimum of meaningful details, analysis, examples, explanations, observations, speculation, and honest criticism that lead to purposeful and thoughtful self-evaluation. Some or even most areas may be far less developed than others, or all areas may need considerable elaboration.
	The text does not adhere to the “Editing Focus” of this chapter: clear use of pronouns, as discussed in Section 20.6. The text shows little to no evidence of the writer’s intent to consciously meet or challenge conventional expectations in rhetorically effective ways.	The paper shows little or no progression through the writer’s growth and demonstrates minimal attention to purpose or a combination of thought and narrative in a useful way. There may be too much of one or too little of both. Transitions are either missing or ineffective, and the essay may be difficult to follow throughout or in places.	The writer provides few meaningful details, analysis, examples, explanations, observations, speculation, or honest criticism that leads to purposeful and thoughtful self-evaluation. Most areas are seriously undeveloped.

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Teaching Commons > Teaching Guides > Feedback & Grading > Rubrics > Assessing Reflection

Assessing reflection or reflective processes can be particularly challenging. A few examples of this challenge are:

• If reflection is meant to be a intimately personal experience, do we alter it simply by defining standards for assessment, making it a less personal and externally imposed process?
• Assessment of reflection depends on written or spoken language. How might this handicap students who are less familiar with conventional and discipline or context-specific linguistic expectations in a manner that has nothing to do with those students’ abilities to engage in refection?
• For example, will your students who are non-native speakers, or come from backgrounds with less exposure to common academic linguistic forms have a more difficult time demonstrating their ability to reflect well?

As there is not just one type of student in your classes/programs, there is not one answer to designing high quality assessment techniques for assessing reflection. You must design your reflection assignments as well as your assessments carefully considering your own context.

A few things to consider when you are designing your assessment strategies are:

• What is the purpose of the reflection?
• Are you interested in the process of reflection, the products of reflection or both?
• How will the assessment task itself promote reflection or reflective practices?
• How will you make judgements about reflection?
• How will you make it clear to students what you expect of them in terms of their reflection?

Examples of Models for Assessing Reflection

Hatton and smith (1995).

Hatton and Smith described four progressive levels of reflection, with each increased level indicating more/better reflective processes.

• Descriptive – this is not reflection, but simply describes events that occurred with no attempt to describe ‘why.’
• Descriptive Reflection – description includes reasons, but simply reports reasons.
• Dialogic Reflection – reflection as a personal dialogue (questioning, considering alternatives).
• wonder, what if, perhaps….
• Critical Reflection – takes into account context in which events occur, questions assumptions, considers alternatives, thinks about consequences of decisions/actions on others, and engages in reflective skepticism.

Ash and Clayton (2004)

Ash and Clayton describe a guided process for facilitating and assessing reflection. These researchers focus specifically on service learning, but their model could be applied to other types of learning experiences.

• Students describe the experience.
• Analyze the experience(s) from different categories of  perspectives based on the learning objective:
• Identify learning in each category
• Artic ulate learning by developing a well-developed statement of learning (articulated learni ng), using the four guiding questions that structure articulated learning as a guide:
• What did I learn?
• How, specifically, did I learn it?
• Why does this learning matter, or why is it significant?
• In what ways will I use this learning?
• Analyze/revise articulated le arning statements by applying standards of critical thinking through: 
• Student self-assessment
• Instructor feedback
• Finalize the articulated learning statements, aiming to fulfill all learning objectives in each categories and meet standards of critical thinking.
• Undertake new learning experiences, including when feasible, taking action on articulated learning statements to test the initial conclusions reached.
• Continue the reflection process, articulating additional complexity of the learning in articulated learning statements when possible.

Element	Description
Mechanics	Consistently avoids typographical, spelling and grammatical errors.
Connection to Experience	Makes clear the connection(s) between the experience and the dimension being discussed.
Accuracy	Makes statements of fact that are accurate and supported with evidence; for academic articulated learning statements, accurately identifies, describes, and applies appropriate academic principle(s).
Clarity	Consistently expands on and expresses ideas in alternative ways, provides examples/illustrations.
Relevance	Describes learning that is relevant to the articulated learning statement category and keeps the discussion specific to the learning being articulated.
Depth	Addresses the complexity of the problem; answers important question(s) that are raised; avoids over-simplifying when making connections.
Breadth	Gives meaningful consideration to alternative points of view and interpretations.
Logic	Demonstrates a line of reasoning that is logical, with conclusions or goals that follow clearly from it.
Significance	Draws conclusions, sets goals that address a (the) major issue(s) raised by the experience.

Rubric Best Practices, Examples, and Templates

A rubric is a scoring tool that identifies the different criteria relevant to an assignment, assessment, or learning outcome and states the possible levels of achievement in a specific, clear, and objective way. Use rubrics to assess project-based student work including essays, group projects, creative endeavors, and oral presentations.

Rubrics can help instructors communicate expectations to students and assess student work fairly, consistently and efficiently. Rubrics can provide students with informative feedback on their strengths and weaknesses so that they can reflect on their performance and work on areas that need improvement.

How to Get Started

Best practices, moodle how-to guides.

• Workshop Recording (Fall 2022)
• Workshop Registration

Step 1: Analyze the assignment

The first step in the rubric creation process is to analyze the assignment or assessment for which you are creating a rubric. To do this, consider the following questions:

• What is the purpose of the assignment and your feedback? What do you want students to demonstrate through the completion of this assignment (i.e. what are the learning objectives measured by it)? Is it a summative assessment, or will students use the feedback to create an improved product?
• Does the assignment break down into different or smaller tasks? Are these tasks equally important as the main assignment?
• What would an “excellent” assignment look like? An “acceptable” assignment? One that still needs major work?
• How detailed do you want the feedback you give students to be? Do you want/need to give them a grade?

Step 2: Decide what kind of rubric you will use

Types of rubrics: holistic, analytic/descriptive, single-point

Holistic Rubric. A holistic rubric includes all the criteria (such as clarity, organization, mechanics, etc.) to be considered together and included in a single evaluation. With a holistic rubric, the rater or grader assigns a single score based on an overall judgment of the student’s work, using descriptions of each performance level to assign the score.

Advantages of holistic rubrics:

• Can p lace an emphasis on what learners can demonstrate rather than what they cannot
• Save grader time by minimizing the number of evaluations to be made for each student
• Can be used consistently across raters, provided they have all been trained

Disadvantages of holistic rubrics:

• Provide less specific feedback than analytic/descriptive rubrics
• Can be difficult to choose a score when a student’s work is at varying levels across the criteria
• Any weighting of c riteria cannot be indicated in the rubric

Analytic/Descriptive Rubric . An analytic or descriptive rubric often takes the form of a table with the criteria listed in the left column and with levels of performance listed across the top row. Each cell contains a description of what the specified criterion looks like at a given level of performance. Each of the criteria is scored individually.

Advantages of analytic rubrics:

• Provide detailed feedback on areas of strength or weakness
• Each criterion can be weighted to reflect its relative importance

Disadvantages of analytic rubrics:

• More time-consuming to create and use than a holistic rubric
• May not be used consistently across raters unless the cells are well defined
• May result in giving less personalized feedback

Single-Point Rubric . A single-point rubric is breaks down the components of an assignment into different criteria, but instead of describing different levels of performance, only the “proficient” level is described. Feedback space is provided for instructors to give individualized comments to help students improve and/or show where they excelled beyond the proficiency descriptors.

Advantages of single-point rubrics:

• Easier to create than an analytic/descriptive rubric
• Perhaps more likely that students will read the descriptors
• Areas of concern and excellence are open-ended
• May removes a focus on the grade/points
• May increase student creativity in project-based assignments

Disadvantage of analytic rubrics: Requires more work for instructors writing feedback

Step 3 (Optional): Look for templates and examples.

You might Google, “Rubric for persuasive essay at the college level” and see if there are any publicly available examples to start from. Ask your colleagues if they have used a rubric for a similar assignment. Some examples are also available at the end of this article. These rubrics can be a great starting point for you, but consider steps 3, 4, and 5 below to ensure that the rubric matches your assignment description, learning objectives and expectations.

Step 4: Define the assignment criteria

Make a list of the knowledge and skills are you measuring with the assignment/assessment Refer to your stated learning objectives, the assignment instructions, past examples of student work, etc. for help.

  Helpful strategies for defining grading criteria:

• Collaborate with co-instructors, teaching assistants, and other colleagues
• Brainstorm and discuss with students
• Can they be observed and measured?
• Are they important and essential?
• Are they distinct from other criteria?
• Are they phrased in precise, unambiguous language?
• Revise the criteria as needed
• Consider whether some are more important than others, and how you will weight them.

Step 5: Design the rating scale

Most ratings scales include between 3 and 5 levels. Consider the following questions when designing your rating scale:

• Given what students are able to demonstrate in this assignment/assessment, what are the possible levels of achievement?
• How many levels would you like to include (more levels means more detailed descriptions)
• Will you use numbers and/or descriptive labels for each level of performance? (for example 5, 4, 3, 2, 1 and/or Exceeds expectations, Accomplished, Proficient, Developing, Beginning, etc.)
• Don’t use too many columns, and recognize that some criteria can have more columns that others . The rubric needs to be comprehensible and organized. Pick the right amount of columns so that the criteria flow logically and naturally across levels.

Step 6: Write descriptions for each level of the rating scale

Artificial Intelligence tools like Chat GPT have proven to be useful tools for creating a rubric. You will want to engineer your prompt that you provide the AI assistant to ensure you get what you want. For example, you might provide the assignment description, the criteria you feel are important, and the number of levels of performance you want in your prompt. Use the results as a starting point, and adjust the descriptions as needed.

Building a rubric from scratch

For a single-point rubric , describe what would be considered “proficient,” i.e. B-level work, and provide that description. You might also include suggestions for students outside of the actual rubric about how they might surpass proficient-level work.

For analytic and holistic rubrics , c reate statements of expected performance at each level of the rubric.

• Consider what descriptor is appropriate for each criteria, e.g., presence vs absence, complete vs incomplete, many vs none, major vs minor, consistent vs inconsistent, always vs never. If you have an indicator described in one level, it will need to be described in each level.
• You might start with the top/exemplary level. What does it look like when a student has achieved excellence for each/every criterion? Then, look at the “bottom” level. What does it look like when a student has not achieved the learning goals in any way? Then, complete the in-between levels.
• For an analytic rubric , do this for each particular criterion of the rubric so that every cell in the table is filled. These descriptions help students understand your expectations and their performance in regard to those expectations.

Well-written descriptions:

• Describe observable and measurable behavior
• Use parallel language across the scale
• Indicate the degree to which the standards are met

Step 7: Create your rubric

Create your rubric in a table or spreadsheet in Word, Google Docs, Sheets, etc., and then transfer it by typing it into Moodle. You can also use online tools to create the rubric, but you will still have to type the criteria, indicators, levels, etc., into Moodle. Rubric creators: Rubistar , iRubric

Step 8: Pilot-test your rubric

Prior to implementing your rubric on a live course, obtain feedback from:

• Teacher assistants

Try out your new rubric on a sample of student work. After you pilot-test your rubric, analyze the results to consider its effectiveness and revise accordingly.

• Limit the rubric to a single page for reading and grading ease
• Use parallel language . Use similar language and syntax/wording from column to column. Make sure that the rubric can be easily read from left to right or vice versa.
• Use student-friendly language . Make sure the language is learning-level appropriate. If you use academic language or concepts, you will need to teach those concepts.
• Share and discuss the rubric with your students . Students should understand that the rubric is there to help them learn, reflect, and self-assess. If students use a rubric, they will understand the expectations and their relevance to learning.
• Consider scalability and reusability of rubrics. Create rubric templates that you can alter as needed for multiple assignments.
• Maximize the descriptiveness of your language. Avoid words like “good” and “excellent.” For example, instead of saying, “uses excellent sources,” you might describe what makes a resource excellent so that students will know. You might also consider reducing the reliance on quantity, such as a number of allowable misspelled words. Focus instead, for example, on how distracting any spelling errors are.

Example of an analytic rubric for a final paper

	Above Average (4)	Sufficient (3)	Developing (2)	Needs improvement (1)
(Thesis supported by relevant information and ideas	The central purpose of the student work is clear and supporting ideas always are always well-focused. Details are relevant, enrich the work.	The central purpose of the student work is clear and ideas are almost always focused in a way that supports the thesis. Relevant details illustrate the author’s ideas.	The central purpose of the student work is identified. Ideas are mostly focused in a way that supports the thesis.	The purpose of the student work is not well-defined. A number of central ideas do not support the thesis. Thoughts appear disconnected.
(Sequencing of elements/ ideas)	Information and ideas are presented in a logical sequence which flows naturally and is engaging to the audience.	Information and ideas are presented in a logical sequence which is followed by the reader with little or no difficulty.	Information and ideas are presented in an order that the audience can mostly follow.	Information and ideas are poorly sequenced. The audience has difficulty following the thread of thought.
(Correctness of grammar and spelling)	Minimal to no distracting errors in grammar and spelling.	The readability of the work is only slightly interrupted by spelling and/or grammatical errors.	Grammatical and/or spelling errors distract from the work.	The readability of the work is seriously hampered by spelling and/or grammatical errors.

Example of a holistic rubric for a final paper

The audience is able to easily identify the central message of the work and is engaged by the paper’s clear focus and relevant details. Information is presented logically and naturally. There are minimal to no distracting errors in grammar and spelling. : The audience is easily able to identify the focus of the student work which is supported by relevant ideas and supporting details. Information is presented in a logical manner that is easily followed. The readability of the work is only slightly interrupted by errors. : The audience can identify the central purpose of the student work without little difficulty and supporting ideas are present and clear. The information is presented in an orderly fashion that can be followed with little difficulty. Grammatical and spelling errors distract from the work. : The audience cannot clearly or easily identify the central ideas or purpose of the student work. Information is presented in a disorganized fashion causing the audience to have difficulty following the author’s ideas. The readability of the work is seriously hampered by errors.

Single-Point Rubric

Advanced (evidence of exceeding standards)	Criteria described a proficient level	Concerns (things that need work)
	Criteria #1: Description reflecting achievement of proficient level of performance
	Criteria #2: Description reflecting achievement of proficient level of performance
	Criteria #3: Description reflecting achievement of proficient level of performance
	Criteria #4: Description reflecting achievement of proficient level of performance
90-100 points	80-90 points	<80 points

More examples:

• Single Point Rubric Template ( variation )
• Analytic Rubric Template make a copy to edit
• A Rubric for Rubrics
• Bank of Online Discussion Rubrics in different formats
• Mathematical Presentations Descriptive Rubric
• Math Proof Assessment Rubric
• Kansas State Sample Rubrics
• Design Single Point Rubric

Technology Tools: Rubrics in Moodle

• Moodle Docs: Rubrics
• Moodle Docs: Grading Guide (use for single-point rubrics)

Tools with rubrics (other than Moodle)

• Google Assignments
• Turnitin Assignments: Rubric or Grading Form

Other resources

• DePaul University (n.d.). Rubrics .
• Gonzalez, J. (2014). Know your terms: Holistic, Analytic, and Single-Point Rubrics . Cult of Pedagogy.
• Goodrich, H. (1996). Understanding rubrics . Teaching for Authentic Student Performance, 54 (4), 14-17. Retrieved from   
• Miller, A. (2012). Tame the beast: tips for designing and using rubrics.
• Ragupathi, K., Lee, A. (2020). Beyond Fairness and Consistency in Grading: The Role of Rubrics in Higher Education. In: Sanger, C., Gleason, N. (eds) Diversity and Inclusion in Global Higher Education. Palgrave Macmillan, Singapore.

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Reflective Essay

Learning tips, tricks and hints

How to Create a Reflective Essay Rubric

High school is a time of great change for most teens. The change is marked by increased responsibilities, increased peer pressure, and the pressures of school. All of these factors make it even more important to use a reflective essay rubric to help students become well-organized in their papers. It is best to get started with the process of organizing a reflective essay on day one.

There are several ways that you can begin to develop a reflective essay rubric for your class. These rubrics will work well for students who are just learning to write essays and who are having difficulty finding good examples.

The first way to get started is to create a table for students to list the essays they have completed. It is important to make sure that this table is available throughout the year so that students can see at any time which types of essays they need to write for the semester. Each student in the class should be given a copy of this table. When they start the project, they should write down each essay they have completed. This way, they will be able to easily see how many are left.

The next step in creating a reflective paper is to take a journal and write down everything that is occurring within the class. Write down when each student was given instructions for an essay, what type of essay they were given to write, and what they were supposed to do throughout the assignment. This helps them see how the class moves through the project.

After students have finished writing their reflective essay rubric, they should be able to see how many papers they have completed. Students who have completed fewer papers tend to give themselves higher grades. However, if there are more students who have completed more papers, it may indicate that the teacher requires students to write essays based on their own standards.

Finally, students should take time to go over their reflective essay rubric. It is important to go over this rubric in detail so that students can become aware of any inconsistencies between their assignments. It is also important to talk to your teacher about whether or not you will need to adjust any parts of the rubric.

Remember that a reflective essay rubric will help students become better organized in their writing and more confident in their own abilities. When students are comfortable with what they have written, they will feel more comfortable with their writing ability. This is one of the benefits to using reflective paper rubrics.

Creating a reflective essay rubric can make a big difference in how well your students can do their assignments. By creating a rubric that works for your students, you will be helping them become more successful students.

One of the biggest reasons that students struggle with their writing in the high school classroom is that they do not have clear goals for the assignment. They tend to feel that their assignment will just come across in the end, but that goal is up to them to determine. They do not have a clear direction as to where they are going with their assignment, what they are trying to accomplish, or how long it will take to complete.

A reflective essay rubric can be helpful in teaching students about their goal, how long they want to accomplish it, and what to do to reach that goal in the high school classroom. When students have a set goal, they will know exactly what to do to get there and will have a sense of direction. when they are writing.

Finally, writing in a reflective essay rubric can help students create clear and concise sentences and paragraphs. This helps them see their work and how important it is to the conclusion of their project.

As students begin to use a reflective essay rubric to their benefit, they will be able to better organize their thoughts and take better care of their projects. They will have clearer ideas and be more successful with their work. They will be better able to express themselves, which is important for writing.