Rubrics as carrots for reflective thought

Writing provocative prompts for reflective thought is one thing, but how might we make better “carrot’ out of the evaluation/grading criteria side of a reflective assignment? My colleagues and I are working to develop curricula that uses reflection as a tool for catalyzing leadership development as well as a habit of thought to be exercised and strengthened throughout one’s life.  How do we design more effective rubrics to develop students’  practice of reflection?

One resource that furthered my pursuit of questions related to this topic is

Stevens, D. D., & Cooper, J. E. (2009). Journal keeping: How to use reflective writing for effective learning, teaching, professional insight, and positive change. Stylus Publishing, LLC.

Chapter 6 of this book is titled Grading Classroom Journal Writing. It can be accessed using this link;

https://netfiles.umn.edu/xythoswfs/webui/_xy-e15013907_1-t_XkX7AxMw

Questions for consideration:

How do we design more effective rubrics to develop students’  practice of reflection?  By “effective” I imagine a rubric that leads students to desired levels of depth, understanding, meta-cognition, and transformation.

If the goal is less about learning to write, or writing to learn, and more about developing and exercising the habits of thought that can lead to new understandings, insights, perspectives, and thought patterns, how might we design curricula that expands students’ capacity to realize these things even without being prompted with an academic assignment?

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