Assessment rubric for the individual learning report, UP 1 (HL & HA)

Focus of the 0 1 2 3 4 5
assessment
Development as The report exhibits no The report shows little or The report provides The report provides a The report provides a The report provides a
a teacher view of the author’s no view of the some ideas about the description reflective description of synthesis of the
development during author’s author’s of the author’s the author’s author’s development
the development during development during development during the development during the course.
course. None or only the the course. the course. during the The report includes
limited connections course. There are The author analyses, to course. The author has insightful analysis
are made between some mentions on some degree, identified how of how the
the contents how some contents the literature the literature literature and
of the course and the of the course may relate and pedagogical theories and pedagogical pedagogical
author’s own teaching. to and models presented theories theories and models
the author’s own during the course may and models presented presented during the
teaching. relate to their during the course may course may relate to the
own teaching. relate to their own author’s own teaching.
teaching.
Course The author may have The author identifies The author The author identifies The author is able to The author pinpoints and
topics identified topics, a few topics, which have identifies some some topics which identify and describe analyses central topics
which have been of been of interest, but topics which have have been influential for central topics that are that have been important
interest, but does not does not elaborate on been influential for their development important for her or his for their development
elaborate on how and how and why they are their as a teacher in higher development as a as a teacher in higher
why these topics influential. pedagogical education, and elaborates teacher education and reflects
are influential. development. on their influence. in higher education. why
Elaboration on why and the themes are
how the topics are personally
influential remains important. The author
scarce. also
presents ideas on how to
continue their
pedagogical
development.
Reflection of No reflection Scarce reflection either Some reflection about The author shows a The author shows a The author shows a
learning and of learning or teaching learning and teaching descriptive approach, reflective approach to reflective approach to
however also with some their (pedagogical) work their
Assessment rubric for the individual learning report, UP 1 (HL & HA)

teaching in higher analysis, of their and development as a (pedagogical)

education work and development teacher in higher work and development
as a teacher in higher education. Multifaceted as a
education. Good and skillful reflection teacher in higher
reflection about learning and education.
and teaching. analysis about learning Multifaceted, skillful, and
and teaching. critical reflection and
analysis about learning
and
teaching.
Structure of The report does not The report The report forms a The report is logically The report is logically Report is logically
writing, form is coherent whole but organized, and at least organized and written organized, and written
references and a logical whole or is disorganized. remains partially justified with with
pedagogical disorganized Hardly any sketch-like. with clarity. Statements are clarity. Statements are
literature, and No citations/references to Some/incomplete use of references to and justified with connections
citations as well as citations/references pedagogical literature citations/references to pedagogical literature. justified with drawn to pedagogical
documentation of to pedagogical nor course pedagogical literature or Learning process is connections drawn to literature. Learning
the learning literature nor course materials/assignments. course documented by referring to pedagogical process
process materials/assignments. materials/assignments. course literature. Learning has been documented,
materials/assignments. process has been and it is
Proper documented and illustrated with
use of citations and illustrated with references
references. references course
made to course materials/assignments.
materials/assignment. The author shows a
Proper use of reflexive, analytical and
citations and critical stance and
references. discusses the course
materials and literature.
Proper use of
citations and references.