| Clarity, Presentation and Communication | Relevance of Content | Critical Reflection/Analysis | |
| High Distinction | The language is advanced and sophisticated. The reader is easily given the opportunity to create a mental picture of the situation being described. Abstract concepts are explained not only succinctly but in an easy to read fashion. Explanation of concepts makes sense to an uninformed reader. There are almost no errors of expression. | The learning experience being reflected upon is relevant and meaningful to student and course learning goals. | Student applies the learning experience to understanding of self, others, and/or course concepts with a sophisticated degree of analysis. |
| Distinction | The language is clear and expressive. The reader is given the opportunity to create a mental picture of the situation being described. Abstract concepts are explained accurately. Explanation of concepts makes sense to an uninformed reader. There are few errors of expression. | The learning experience being reflected upon is relevant and meaningful to student and course/assessment learning goals, . | Student applies the learning experience to understanding of self, others, and/or course concepts with varying degrees of analysis. |
| Credit | Minor, infrequent lapses in clarity, presentation and communication. | The learning experience being reflected upon is relevant to the student and course/assessment learning goals. | Student makes attempts at applying the learning experience to understanding of self, others, and/or course concepts but fails to demonstrate depth of analysis. |
| Pass | There are frequent lapses in clarity and accuracy and presentation is unstructured in parts. | Student makes attempts to demonstrate relevance, but the relevance is unclear to the reader. | Reflection does not move beyond description of the learning experience/observation |
| Fail | Language and grammar is unclear and confusing throughout. Concepts are either not discussed or are presented inaccurately. | Most of the reflection is irrelevant to the student, the exercise, the instructions and/or course/assessment learning goals. | The reflection does not describe the learning experience or if an attempt has been made to describe it, it does not appear accurate or informed. |
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