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Rubrics for Reflective Learning Journals: A Note on Assessment Concepts

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Title: Rubrics for Reflective Learning Journals: A Note on Assessment Concepts
Language: English
Authors: Roger Lee
Source: e-Journal of Business Education and Scholarship of Teaching. 2024 18(2):3-15.
Availability: Australian Business Education Research Association. PO Box 408, Mapleton, Queensland 4560, Australia.
Peer Reviewed: Y
Page Count: 13
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: Scoring Rubrics, Reflection, Journal Writing, Student Journals, Learner Engagement, Learning Processes, Student Evaluation, Writing Evaluation, Assignments
Abstract: Reflective Learning Journals are used to engage students in the learning process. To motivate students to complete the Reflective Learning Journal it is common practice to allocate marks and it is in this area that problems arise. To address the problems rubrics have been used however, most rubrics are based on assigning marks to very straightforward learning objectives embedded in almost every major assignment, and this is not so easy when evaluating/assessing the writing of a reflective journal. Deriving a rubric to suit a reflective learning journal requires attention to writing analytics rather than traditional learning outcomes. This paper presents a rubric developed from the literature on written self-reflection textual analytics. The approach provides a formula driven method as an objective means to alleviate any perception of subjectivity.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1442999
Database: ERIC
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  Data: Rubrics for Reflective Learning Journals: A Note on Assessment Concepts
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  Data: Reflective Learning Journals are used to engage students in the learning process. To motivate students to complete the Reflective Learning Journal it is common practice to allocate marks and it is in this area that problems arise. To address the problems rubrics have been used however, most rubrics are based on assigning marks to very straightforward learning objectives embedded in almost every major assignment, and this is not so easy when evaluating/assessing the writing of a reflective journal. Deriving a rubric to suit a reflective learning journal requires attention to writing analytics rather than traditional learning outcomes. This paper presents a rubric developed from the literature on written self-reflection textual analytics. The approach provides a formula driven method as an objective means to alleviate any perception of subjectivity.
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      – Text: English
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        PageCount: 13
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      – SubjectFull: Scoring Rubrics
        Type: general
      – SubjectFull: Reflection
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      – SubjectFull: Journal Writing
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      – SubjectFull: Student Journals
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Learning Processes
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      – SubjectFull: Student Evaluation
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