Teaching Commons > Teaching Guides > Feedback & Grading > Assessing Reflection
Assessing reflection or reflective processes can be particularly challenging. A few examples of this challenge are:
A few things to consider when you are designing your assessment strategies are:
Hatton and Smith described four progressive levels of reflection, with each increased level indicating more/better reflective processes.
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. In this model, students do the following:
Ash and Clayton recommend several ways instructors may use their framework to assess students’ reflection. One way is to use a rubric; they provide the top level of achievement for the critical thinking rubric they use for assessing articulated learning statements:.
Level 4 (of 4) does most or all of the following: