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Reflections on a Rubric Used to Facilitate Accurate and Informative Assessment

Hampton University
Hampton, VA

Shelly S. Chabon

Therapeutic Learning Center
Kansas City, MO

This article discusses the reasons for creating a rubric to facilitate and assess student learning and its application in a Communication Sciences and Disorders course. The rationale for using reflection as a method of‘ "informed assessment" is presented, the rubric is described, and a summary of the course and learning activities that provided the framework for the student reflections is provided. An example of how the rubric may be used to guide and structure reflections as a part of experiential learning and informed assessment is also provided.