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:
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:
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.