Third National Symposium – Experiential Learning Assessment Tools
Alliance for Experiential Legal Education
June 10-12, 2016
Rubrics for reflective writing
• Jodi Balsam, Associate Professor of Clinical Law, Director of Civil Externship Programs, Brooklyn
Law School
• Susan Brooks, Associate Dean for Experiential Learning, Professor of Law, Drexel University,
Thomas R. Kline School of Law
• Meg Reuter, Brooklyn Law School and Indiana University-Maurer Law School
Reflection is one of the critical precursors to becoming a self-propelled learner. Indeed one of the
hallmarks of experiential pedagogy is to guide the students in reflection about the nature of the lawyering
work in which they are engaged. To that end, in each of our courses, we require our students to write
multiple reflective pieces over the course of the semester.
As you will see, the three rubrics are quite similar in content, even some of the phrasing. The key
differences are how we use them in class and for grading.
Rubric 1
Course:
Brooklyn Law School’s Civil Practice Externship introductory seminar, designed for first-time externs.
Credit/grade:
The seminar is 1 credit (letter-graded, included in GPA). The reflective journals represent the heaviest weight of
all elements included in the final grade.
Reflective writing
assignment
Three reflective journals (plus a final essay) are required (750-1,500 words). Each journal has an assigned topic.
Introduction to class
Early semester class: Students are given a journal and in small groups are asked to score the journal using the
rubric. Class discussion follows.
Assessing/grading
Each journal is read, given comments, and it's scored using the rubric. Each student’s cumulative score is folded
into the grading for the final semester grade.
Rubric 2
Course:
Brooklyn Law School’s Civil Practice Externship: introductory and advanced seminars.
Credit/grade:
The seminar is 1 credit (letter-graded, included in GPA). The reflective journals typically represent the heaviest
weight of all elements included in the final grade.
Reflective writing
assignment
Four reflective journals (plus a final essay) are required. (750-1,500 words). Two journals have assigned topics.
Introduction to class
Early semester class: in small groups students analyze one of the exemplars to dissect what it evidenced about
the student’s growth. Class discussion follows.
Assessing/grading
The journals are viewed as a body of work for the semester. Individual journals, as submitted, are not assessed
with the rubric explicitly. Comments on journals are largely designed to push the students for further reflection on
the particular observations they are making of their field placement work, with a quick comment on overall
strength of the journal.
Rubric 3
Course:
Drexel Law School’s Justice Lawyering Seminar is required for all clinic students.
Credit/grade:
The seminar is 2 credits and graded on a curve 3.3 to 3.5.
Reflective writing
assignment
Two reflective essays, approx. 2,000 words. One essay had an assigned topic; the second was open-ended.
Introduction to class
About 2/3 of the way into the semester, the original assignment and grading criteria was given to students in a
four-page document with specific points and dimensions that the student should cover. That memo has now been
converted to the grid-style rubric shown here, that expresses the expectations at three different levels of
competency (skilled, developing, needs work/undeveloped). This grid rubric has not been used in class yet.
Assessing/grading
The first essay is quickly turned around with grade and comments (emailed paragraph) before the second essay
is due. The second essay is due at the very end of the semester. Although Brooks offers to share similar
feedback after the semester is over, very few students ask.
In our session at the Alliance Conference, we hope to discuss these rubrics through two perspectives: the
faculty members (how to best embed it in class) and from the student perspective (what aspects are most
useful or confounding; does it help them build the skill; does it help them earn a good grade; is it
autonomy supportive?)
We look forward to a rich discussion.
See rubrics on the following pages.
Rubric 1
Journal evaluation rubric
Student: ________________________________ Journal # _________ Score (out of 50) ____________
Attributes
Professionalism:
Punctuality
____of 5 points
Professionalism:
Follows Instructions
____of 5 points
Quality of Description
____of 8 points
Quality of Reflection:
Personal
____of 8 points
Quality of Reflection:
Professional
____of 8 points
Quality of Reflection: Connects
to Seminar/ Prior Knowledge
____of 8 points
Quality of Writing
____of 8 points
Excellent
-Submitted by deadline or
requested extension for good
cause prior to deadline
-750-1000 words (certified at end)
-Includes required caption
-Follows formatting rules
-Addresses specific topic
assigned
-Description is vivid, providing
clear and appropriately detailed
explanations and background
information
-Journal analyzes topic in terms of
student’s own fieldwork
experiences; includes meaningful
personal responses and
reactions; demonstrates deep
thinking about issues raised,
insights gained, and
developments or changes in
student’s knowledge, values,
beliefs, and career goals due to
fieldwork experiences
-Journal shows self-awareness;
student evaluates own strengths/
weaknesses and contemplates
what still needs to learn
-Journal analyzes topic in terms of
others’ points of view and
evaluates experiences from the
perspective of professional
identity development, legal
education, the legal profession as
a whole, legal institutions, or the
law generally
-Journal connects the topic and
fieldwork experiences to seminar
readings, class discussions and
activities, and prior knowledge
from other coursework/fieldwork
-Demonstrates clarity of thought
and logical organization
-Uses clear and concise
sentences, proper word choice,
effective paragraph structure
using topic and transition
statements, appropriate level of
formality
-Free of grammatical,
punctuation, style, and other
errors; reflects careful and
thorough proofreading
Competent
-Submitted within 24 hours of
deadline with explanation
-Complies with some but not all
instructions and requirements
Needs Work
-Submitted late
-Professor needed to track it
down
-Fewer than 750 words
-Missing caption
-Ignores formatting rules
-Inadequately addresses topic
-Description is sufficient but
missing color and nuance
-Description is cursory, with
inadequate detail to contextualize
the topic
-Journal explores topic and
fieldwork experiences with
sufficient depth to allow teacher to
respond with comments or
questions that prompt additional
insight or thought
-Journal shows some selfawareness; limited consideration
of student’s own strengths and
weaknesses
-Minimal introspection in relation
to topic; merely descriptive
without identifying takeaways or
learning that is personal to
student
-Lacks self-awareness and selfassessment
-Journal includes some analysis
and evaluation of experiences,
but considers the experience from
only the student’s point of view
-Merely describes fieldwork
experiences without any analysis
or critical evaluation of the
experiences
-Journal makes some connection
between fieldwork experiences
and seminar content/prior
knowledge and experiences
-Makes no connection between
fieldwork experiences and
seminar content/prior knowledge
and experiences
-Somewhat clear and logical in
organization
-Some sentences require editing
for concision, word choice; some
paragraphs poorly structured or
lacking topic/transition statements
-Mostly free of grammatical,
punctuation, and other style
errors; some typos
-Unclear and poorly organized
-Requires extensive editing for
concision, word choice; most
paragraphs poorly structured
-Multiple distracting errors in
grammar, punctuation, style;
numerous typos
Rubric 2
Grading of Reflective Journals
“C” or “D” range of grades
• Journals and Final Essay, taken as a whole, show little personal growth, curiosity, close observation,
and/or reflection about your experience in your placement.
• Superficial or missing entry about Professionalism in Action.
• Bland writing, wandering paragraphs, simplistic vocabulary, multiple grammatical or usage errors
• One or more submissions are missing, late, or fail to meet minimum requirements.
• Class attendance, preparation, and participation are inconsistent.
• Oral presentation exhibits a lack of preparation, and misses one or more of the essential elements of a
narrative arc.
“B” range of grades
• Journals and Final Essay, taken as a whole, show significant, but inconsistent, personal reflection and
growth.
• Professionalism entry strong, but lacks the vividness that shows the extern is ready to emulate.
• Writing is strong, with each entry making a defined point, without rambling.
• Sentence structure is varied and vocabulary is interesting; few errors in grammar or usage.
• Submissions are complete; any lateness was quickly explained and remedied.
• Class attendance meets the 75% minimum (7 classes scheduled; no more than 2 absences).
• Substantive contribution to class and small group discussion is evident, but inconsistent.
• Oral presentation was strong, but failed to include an appropriate level of detail (too much/too little),
or exhibited faltering delivery.
“A” range of grades
• Journals and Final Essay, taken as a whole, show thoughtful reflections and personal growth on
multiple levels. The extern uses insights gained to develop skills to a higher level, to advance his/her
sense of professionalism, and/or to guide his/her career direction. The writing shows the extern’s
capacity to analyze and reflect on a situation or circumstance from the perspectives of multiple
individuals, roles, or interests.
• The writings refer to and build on i) class readings; ii) meaningful conversations with your attorney
mentor; and/or iii) your other coursework.
• Professionalism in action entry demonstrates advanced understanding of effectiveness in interpersonal
relations, approach to work, and/or lawyering skillfulness, with an appreciation of ways the extern will
develop and advance his/her own effectiveness.
• Writing quality is superior, personal, and paints a vivid picture of the work and one’s reactions.
• Sentence structure is varied and vocabulary is interesting. Negligible errors in grammar or usage.
• All submissions complete and on time.
Rubric 3
Clear topic
Multiple
perspectives
Skilled
Developing
Needs work/Undeveloped
--Writing articulates clearly the topic chosen
(e.g., dilemma, questions, or puzzle) and
reason for choosing it.
--Topic is well chosen, but the body of the
writing does not clearly support or flow
from the topic.
--Writer’s focus is not apparent and topic
is ill defined.
--Topic setup provides clear and appropriately
detailed background information.
--Topic setup is sufficient but missing
color and nuance.
--Writing addresses and differentiates multiple
perspectives, including writer’s personal
perspective.
-- Writing addresses multiple
perspectives, but fails to identify and
examine the perspective of one or more
important actors.
--Each perspective is supported by
appropriate, valid evidence (e.g., direct
observation, information learned from others,
factual background, and/or additional
research, as appropriate).
Personal
engagement
--Writing shows the writer engaged in deep,
analytical reflection, that illuminates what is at
stake for him or her.
--Writing shows meaningful personal reaction
or struggle on both the intellectual-cognitive
level and the emotional level.
--The perspectives are supported by
some evidence, but may be superficial or
rely on unexamined clichés.
--Topic setup is cursory, with inadequate
detail to provide context or explain its
importance to the writer.
--Writing is merely descriptive, and
considers the experience largely from the
writer’s point of view.
--Where additional perspectives are
addressed, the supporting evidence is
cursory or cliché.
--Writing shows genuine examination of
writer’s experience and reaction but
shows minimal evaluation of (or ability to
evaluate) writer’s own strengths and
weaknesses on both intellectual/cognitive
and emotional levels.
--Writing shows minimal introspection in
relation to topic or to the perspective of
others.
--Writing explores one or more lessons
learned, but fails to address the writer’s
status before the experience/reflection,
after the experience/reflection; and/or
projection into the future.
--Writing is largely descriptive without
identifying takeaways or learning that is
personal to writer.
--Evaluation of writer’s struggle or
reaction is minimal or missing.
--Writing shows self-awareness and writer’s
assessment of his/her strengths and
weaknesses and contemplates what he/she
still needs to learn.
Lessons
learned
--Writing explores insights gained and
developments in writer’s knowledge, values, or
beliefs.
--Writing anticipates and projects future
actions the writer will take toward personal
change, or other relevant development.
Overall
quality and
depth
--Writing shows full and substantial treatment
of the topic, with related analysis, reflection
and student growth evident in the piece.
--Writing shows significant treatment of
the topic, but the analysis, reflection
and/or evidence of student growth is
missing or superficial.
--Writing shows cursory treatment of the
topic, with limited analysis, reflection,
and/or demonstration of personal growth.
Writing
mechanics
--Writing is original, personal, flows well, and
paints a vivid picture.
--Writing is strong, but shows
weaknesses in flow or structure (e.g.,
rambling, mechanical, cliché).
--Writing is bland, poorly organized.
--Uses clear and concise sentences,
appropriate word choice, effective paragraph
structure using topic and transition statements.
--Negligible errors in grammar, usage,
punctuation, or style.
--Reflects careful and thorough proofreading
and line editing.
--Sentence structure is varied and
vocabulary is interesting, but needs
editing for transition, concision, and/or
word choice.
--Mostly free of grammatical, spelling,
punctuation, and other style errors.
--Writing uses simplistic vocabulary,
and/or has multiple errors in grammar or
usage.
--Requires extensive editing for
concision, word choice; most paragraphs
poorly structured.
--Multiple distracting errors in grammar,
punctuation, style, and/or spelling.