EDUF2006 Critical Reflection Rubric
Criterion HD qualities D qualities CR qualities Pass Qualities Fail Qualities
Representation of
content (20%)
The reflection
demonstrates an in-
depth and insightful
engagement with the
content and concepts
from the lectures and
readings. (17-20)
The reflection offers a
clear understanding of
the content and
concepts from the
lectures and readings.
Detail and explanation
of concepts are
standard. (15-16)
The reflection shows
some evidence of
understanding the
content and concepts
from the lectures and
readings. Lack of
explanation and detail
shows this
understanding to be
mostly surface level.
(13-14)
The reflection includes
minimal correct
understandings of the
content and concepts
from the lectures or
readings. (10-12)
It is not clear from the
reflection that the author
understood the content
and concepts from the
lectures or readings. (0-
9)
Connection to
self (20%)
Self-reflections
demonstrate in-depth
and insightful
understanding of how
fundamental concepts
relate to the author’s life
and future teaching
career. (17-20)
Self-reflections
demonstrate a clear
understanding of how
fundamental concepts
relate to the author’s life
and future teaching
career. (15-16)
Self-reflections show
surface-level attempts
of connection to the
author’s life and future
teaching career. (13-14)
Self-reflection is
superficial and the
author inadequately
explores how concepts
relate to personal life
and future teaching
career. (10-12)
Self-reflection is largely
absent. (0-9)
Recommendations
(20%)
Presents detailed,
realistic, and creative
recommendations
clearly supported by the
information presented
and concepts from the
readings and beyond.
(17-20)
Presents specific,
realistic, and
appropriate
recommendations
supported by the
information presented
and concepts from the
readings and beyond.
(15-16)
Presents generally
appropriate
recommendations
supported by the
information presented
and concepts from the
readings. (13-14)
Reiterates general
recommendations
presented from the
readings. (10-12)
Presents
recommendations with
little, if any, support
from the information
presented and concepts
from the readings. (0-9)
Writing
mechanics (20%)
Writing demonstrates a
sophisticated clarity,
conciseness, and
correctness; includes
thorough details and
relevant data and
information; extremely
well-organized. (17-20)
Writing is accomplished
in terms of clarity and
conciseness and
contains only a few
errors; includes
sufficient details and
relevant data and
information; well-
organized. (15-16)
Writing is variable in
terms of clarity and
conciseness and
contains more than a
few errors; includes
sufficient details and
relevant data and
information; well-
organized in parts. (13-
14)
Writing lacks clarity or
conciseness and
contains numerous
errors; gives insufficient
detail and relevant data
and information; lacks
organization. (10-12)
Writing is unfocused,
rambling, or contains
serious errors; lacks
detail and relevant data
and information; poorly
organized. (0-9)
APA guidelines
(10%)
Uses APA guidelines
accurately and
consistently to cited
sources and provides
references in the
reference list. (9-10)
Uses APA guidelines
with minor violations (<5
errors) to cited sources
and provides references
in the reference list. (8)
Uses APA guidelines
with some violations (5
– 10) to cited sources
and provides references
in the reference list. (7)
Uses APA guidelines
with more than some
violations (>10) to cited
sources and provides
references in the
reference list. (5-6)
A very large number of
APA guideline violations
across the essay and
reference list. (0-4)
Clarity of
Planning (10%)
A very well-developed
outline provided, e.g., 4-
5 dot points per
paragraph, clear topic
sentences, clear
sequence of argument.
(9-10)
A well-developed outline
provided, e.g., 4-5 dot
points per paragraph,
clear topic sentences,
but sequence of
argument could be
improved. (8)
A more developed
outline provided, e.g., 4-
5 dot points per
paragraph, but no clear
topic sentences,
sequence of argument
could be improved. (7)
Only a very rudimentary
outline provided, e.g., 1-
2 dot points per
paragraph, no clear
topic sentences. (5-6)
No outline provided. (0)
Feedback














The University of Sydney Write Site provides a comprehensive guide for developing academic writing skills. Write Site
sections marked below indicate areas where skills can be developed. You can find the site at
http://writesite.elearn.usyd.edu.au/
Module 1: Grammar Module 2: Sources Module 3: Structure
 Unit 1 – Sentence fragments  Unit 1 – About sources  Unit 1 – Planning your essay
 Unit 2 – run-on sentences  Unit 2 – Evaluating sources  Unit 2 – structuring paragraphs
 Unit 3 - Subject-verb agreement  Unit 3 – Quoting & paraphrasing  Unit 3 – Introduction & conclusions
 Unit 4 – Tenses  Unit 4 – Reporting evidence  Unit 4 – Writing persuasively
 Unit 5 – The passive  Unit 5 - Referencing  Unit 5 – Writing cohesively
 Unit 6 – apostrophes
 Unit 7 - Articles

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