Reflective Journal Rubric—High School

4

3

2

1

Reflection

I analyze my experiences, assumptions, and beliefs to identify areas of growth and learning in skills, strategies, and conceptual understanding.

I analyze my learning experiences to write about areas of growth in learning.

I need help to write about what I have learned.

I cannot write about what I have learned.

Metacognition

I thoroughly describe the processes I use to learn, think, create, and solve problems, as well as identify areas of growth and areas for improvement.

I analyze the processes I use and identify areas of strength and weakness.

I need help to identify areas of strength and weakness in the processes I use.

I cannot identify areas of strength and weakness in the processes I use.

Exploration

On my own and in school, I use writing to generate and explore information, feelings, and ideas.

I use writing to generate and explore information, feelings, and ideas.

Sometimes I use writing to generate and explore information, feelings, and ideas.

I rarely use writing to generate and explore information, feelings, and ideas.

Goal-Setting

I use my journal to set goals for future learning of concepts, processes, and skills, and monitor how I am progressing, making adjustments as necessary.

I use my journal to set goals for future learning and monitor my progress.

With help I use my journal to set goals for future learning and monitor how well I am doing at achieving them.

I do not use my journal to set goals for future learning.

Appearance

I write so that I can read and understand what I have written, and if someone else is going to read my journal, I follow the conventions so the audience can understand it.

I usually write so that I and others can read and understand what I have written.

I try to write so I and others can read what I have written, but sometimes I cannot figure out what I was trying to say.

I often cannot figure out what I was trying to say in my journal.