Reflection

Step-by-step plan

Step 1: From learning objective to assessment

Determine whether the chosen form of assessment matches the knowledge and/or skills you aim to measure, as described in your learning objectives.

This assessment method is suitable for assessing insight and evaluation, skill development, professional identity, collaboration, or learning processes rather than the reproduction of factual knowledge.

Clarify whether reflection is the primary object of assessment (e.g., depth of insight, critical thinking) or whether it supports the assessment of another product or activity (e.g., reflecting on a project, simulation, within programmatic assessment, or internship experience).

Determine the scope:

• One-time reflection (e.g., after an exam, project, or activity)
• Periodic reflection (e.g., after each module or milestone)
• Longitudinal reflection (e.g., development over a semester or programme)

Clarify whether students are expected to reflect on their own performance and development or on the collective processes within a group collaboration.

Step 2: Assessment matrix

Define the assessment criteria and determine how they are distributed across the learning objectives. Ensure that this distribution aligns with the weighting in your assessment plan. Indicate how many points each criterion is worth. Make sure the cognitive level of each criterion matches the level of the corresponding learning objective and never exceeds it. Lower-level criteria are allowed, as long as they still measure the intended learning outcomes.

Define clear criteria that describe what good reflection looks like. Typical criteria are: depth of reflection, use of evidence, self-awareness and development orientation, and/or structure and coherence of the reflection.

Step 3: Create the rubric

Develop a grading rubric that translates the assessment criteria into observable performance you want to see in the (self-)reflection (e.g., use of concrete examples, critical questioning, integration of feedback). Choose a type that fits the assignment and purpose (e.g., holistic, analytic, single-point rubric). A clear rubric ensures transparency for students and consistent grading, and can be refined iteratively to align with learning objectives.

Step 4: Write the instructions

Decide how students will reflect. Write clear instructions for students and specify length, minimum and maximum word count or time limits, guiding questions, required connection to theory, feedback or experiences, allowed tools and resources. Possible formats include written reflections, reflective essays, learning journals, video reflections, audio logs, or structured reflection forms.

Step 5: Grade and provide feedback

Grade using the rubric and provide targeted feedback (written or oral). 

In courses with multiple assessors, organise calibration sessions to align interpretations of reflective quality.

Step 6: Evaluation of the method

Reflect on the assessment method: did the (self-)reflection demonstrate the intended learning outcomes? Were the criteria clear enough? Consider saving anonymised best examples (with permission) to use as future exemplars. Adjust instructions or rubric if needed.