Validation of a reflection rubric for higher education

Reflection in learning is a popular and widely studied concept that has historical roots in higher education. Previous authors reported little agreement on the assessment methods and procedures for measuring reflection. Moreover, many studies have not provided sufficient detail on the development or implementation of their reflection rubrics, and only some reported psychometric support for reliability or validity. These challenges make it difficult to identify a standardized assessment process for reflection that is reliable and valid for use across different disciplines in higher education. The current study provides preliminary support for a reflection rubric for college students that is theoretically- and empirically-based and psychometrically supported, using student data that represents several academic disciplines and a variety of student groups. The authors describe the development of a reflection rubric in detail; present results that support its reliability, validity, and use among college students from different disciplines to promote and actively practice a rigorous and standardized process for written reflection; present the rubric?s limitations; and describe plans for future research, including additional tests of validity.