How are students graded on their reflective assignments?
The University Core Curriculum says, “Reflection activities are usually graded.” Like traditionally taught courses, faculty have a variety of approaches to how they grade assignments. An instructor might grade classroom discussions based on participation, an integrative paper based on a grading rubric, or a group activity based on a pass / fail system. Faculty should be explicit in the syllabus about expectations, due dates, rubrics, and the grading policy.
When should reflection occur in a Service-Learning course?
What forms can reflective assignments take?
What are some examples of reflective assignments?
Where can I obtain help in designing reflective assignments?