Page 71 - International Journal of Process Educaiton (Special Issue)

Figure 1 Holistic Rubric for Assessing the Quality of Reflection

5. Integrated Reflector (Reflects on transformative aspects of performance factors)

a. Immediately perceives multiple aspects of behavior in any situation that indicate potential performance growth
opportunities for self and others

b. Assesses multiple performance issues against multiple types of performance standards
c. Uses constructs from published theory and research to enlarge the scope of performance growth potential

within the context of a system
d. Analyses motivation and identity growth of performers in human organizations or systems from a leadership

perspective
e. Articulates insights about individual, group, and systems performance that can benefit the overall quality of an

organization or system

4. Mindful Reflector: (Uses reflection for purposes beyond individual skills growth)

a. Reliably captures the essence from an observed performance experience that should be the focus of
assessment and analysis for growth

b. Guides learners or mentees to assess growth in the transfer of skills needed to become broadly and deeply
competent

c. Designs learning activities that assist learners, mentees, or supervisees to flexibly gain applied insights from
any type of relevant literature

d. Uses a wide variety of critical thinking skills in focused ways to illustrate the various perspectives and insights
available from the analysis of any performance

e. Articulates insights that support the transfer of multiple skills to new or more challenging contexts

3. Applied Reflector (Uses reflection effectively for the growth of one’s own skills)

a. Consistently perceives and identifies relevant observations about actual performance experiences
b. Self-assesses based on accurate observations focusing on differences in quality of current versus previous

performance
c. Selectively incorporates knowledge from scholarly literature to gain insights about dynamic factors such as

how to improve learning conditions, how to benefit from mentoring, and how to apply key insights of experts
d. Analyzes alternative assumptions or conceptualizations of what influences the quality of a performance
e. Combines the current quality of performance with relevant knowledge about the area of competency to

articulate insights about how to continue the growth of a skill

2. Descriptive Reflector: (Reflection at a beginning level; moving toward growth)

a. Accurately observes/perceives relevant behavior and conditions related to one skill
b. Imprecisely self-assesses because the focus is on abstractly-defined aspects of performance rather than on

directly observed performance
c. Relies directly on published knowledge about relatively fixed personal factors, e.g., personality or school

achievement, to provide a basis for understanding observations about performance
d. Evaluates performance using standards based on the expectations of others
e. Articulates insights in terms of what a performer should do to meet the expectations of evaluators or other

assumed standards

1. Unfocused Observer: (Captured by present assumptions and emotions)

a. Demonstrates inconsistent focus of perceptions and observations within a situation, even with guidance
b. Uses positive, but “evaluative,” descriptors such as “good” or “well done” to characterize performance in a

situation
c. Relies on personal opinion or impressions for validation of assumptions about current performance
d. Accepts current assumptions without question; may be surprised at alternative appraisals from others
e. Describes personal reactions about performance as insights

[Factors: (a) Quality of Observations, (b) Quality of Self-Assessment, (c) Quality of Background Knowledge, (d)
Quality of Critical Analysis, and (e) Articulation of Insights]

International Journal of Process Education (February 2016, Volume 8 Issue 1) 69