Course Learning Outcome (Reflection) Definition: Reflection is the self-examination of personal thoughts and actions in order to uncover assumptions about ourselves, other people, and the workplace. For practitioners this means focusing on how they interact with their colleagues and with the environment to obtain a clearer picture of their own behaviour. It is therefore a process by which practitioners can better understand themselves in order to be able to build on existing strengths and take appropriate future learning and actions. General expectations for achieving the course learning outcome in Reflection Students is able to • provide a reflection of personal thinking, ideas and practices that demonstrates the capacity to move beyond simple description • analyse feedback gathered from relevant stakeholders, and develop a plan for future improvement and/or action • use relevant journals and sources to support and justify decisions, using the appropriate genre of writing and referencing style • follow expectations appropriate to a specific discipline and/or writing task(s) for basic organisation, content, and presentation • present (when appropriate) a realistic improvement and/or learning plan based on documented evidence outlined above   Rubric for Reflection Criteria Exceeds Expectations Meets Expectations Below Expectation Depth of reflection Awareness of own performance Provides an indepth and insightful reflection of personal thinking, ideas and practices, demonstrating keen capacity to move beyond simple description Provides a reflection of personal thinking, ideas and practices, demonstrating capacity to move beyond simple description Provides little evidence of reflection of thinking beyond a simple description, demonstrating limited capacity to self reflect Response to Feedback Demonstrates understanding of personal impact and uses feedback wisely Demonstrates strong capacity to critically analyse feedback gathered from relevant stakeholders, noting similarities or differences between self-assessment and feedback received, and develops a realistic plan for future improvement and/or action Demonstrates capacity to analyse feedback gathered from relevant stakeholders, and develops a plan for future improvement and/or action Demonstrates little evidence of analysis of provided feedback, developing poorly planned plan or none at all. Use of Evidence and Sources Applies skillful use of high-quality and relevant journals and sources to support and justify resulting decisions, using the appropriate genre of writing and referenced according to Harvard style Applies some use of relevant journals and sources to support and justify decisions, using the appropriate genre of writing and mostly referencing according to Harvard style Demonstrates insufficient reference to relevant journals and sources, using inappropriate genre of writing with poor referencing according to Harvard style Structure Demonstrates detailed attention to and successful execution of a wide range of conventions, with particular attention to specific discipline and/or writing task(s) including organisation, content, presentation, formatting, and stylistic choices Follows expectations appropriate to a specific discipline and/or writing task(s) for basic organization, content, and presentation Little evidence of use of basic organisation in writing task, limited attention to presentation and English conventions Learning Plan (where applicable) Proposes a clearly designed and realistic improvement and/or learning plan based on documented evidence outlined above Presents a mostly realistic improvement and/or learning plan based on documented evidence outlined above Provides a poorly designed improvement and/or learning plan with limited connections to any documented evidence outlined above