Reflection+Rubric


 * ELO Reflection Rubric Version 1.0 **

Reflections allow students the opportunity to think about their experiences and "get the learning out" of these experiences. Through reflection, students develop and adjust their **short** and **long term goals**, explore **problems** and **solutions encountered** during their ELOs, and **connect** their experiences to their **learning goals**. Reflections are an important part of the feedback loop between the student and their HQT/mentor. Therefore, sharing the learning with the HQT/mentor in a **timely manner**, allows the HQT/mentor to offer formative guidance through timely responses to the reflection, which increases student learning.


 * ~ [Performance Traits] ||~ **Beginning** ||~ **Progressing** ||~ **Proficient** ||~ **Exemplary** ||
 * Trait 1: How does the student use **goal setting** to manage his/her learning? || The student identifies short and long term goals. || The student occasionally refers to short and long term goals; uses them to determine work along the way. || The student regularly refers to short and long term goals, outlines next steps in achieving his/her goals, and uses them to guide his/her work. || The student regularly evaluates his/her short term goals and explains how this leads to successfully meeting his/her long term goals; and based on his/her evaluation, is able to make adjustments to his/her work along the way. ||
 * Trait 2: How does the student connect his/her experiences with the **learning goals**//?// || The student reflects on experiences; however connections to learning goals are not made. || The student reflects on experiences and makes a connection to a learning goal. || The student reflects on and analyzes the connections between specific experiences and learning goal(s). || The student reflects on and analyzes the connections between experiences and learning goals and predicts future behaviors/decisions based on his/her analysis //(“Next time,…”//). ||
 * Trait 3: How does the student deal with the **challenges/problems** encountered during his/her ELO? || The student identifies problem(s) encountered during ELO work. || The student describes the identified problem(s) and states possible solution(s). || The student identifies and analyzes problem(s), states solutions, and assesses solutions for the problem(s). || The student identifies and analyzes problems, assesses solutions for the problems, identifies a chosen solution for a specific problem, and evaluates the effectiveness of his/her choice. ||
 * Trait 4: How does the **student's thinking** develop as a result of ELO experiences? || The student summarizes personal experiences. || The student makes connections between a personal idea and an experience to establish the basis of a reflection. || The student analyzes his/her own growth by making connections between personal ideas and his/her //ELO// experiences. || The student analyzes his/her own growth by making connections between personal ideas and his/her ELO experiences, leading them to new perspectives or insights. ||
 * Trait 5: How does the student use appropriate language, vocabulary, syntax and grammar to **communicate effectively** with the mentor and HQT? || The student demonstrates a lack of control over media-appropriate language including vocabulary, syntax, and grammar. Reflection is not in an organized structure. Errors disrupt the flow of communication. || The student demonstrates inconsistent control of media-appropriate language including vocabulary, syntax, and grammar. Organization of the reflection's structure may or may not be evident. Errors detract from communication. || The student demonstrates control of media-appropriate language including vocabulary, syntax, and grammar within an organized structure. Errors do not interfere with communication. || The student demonstrates control of media-appropriate language including vocabulary, syntax, and grammar within an organized structure. Few if any errors. Intention of thought is clearly communicated. ||