EMOTIONAL INTELLIGENCE
8.6 REFLECTIVE PRACTICE
Individually, participants write reflective reports on the extent to which their research project has increased their awareness of emotional intelligence. The following ques- tions guide the reflection process: 1. What is the aim of the project? To which competence does it belong? 2. When did you work on it? Where? 3. Why did you choose to work on this project? 4. Who was your targeted audience? 5. How did you develop it? What process did you follow to develop this project? 6. What is the importance of this artifact to your academic and professional advance- ment? 7. What are the implications of the results?
8.7 Measurable Levels of Performance/Rubrics Participants’ projects are graded based on the following scale: 1 Very Weak | 0-49
2 3 4 5 6 7
Weak | 50-59
Average | 60-65
Above Average | 66-69
Good | 70-79
Very Good | 80-89
Excellent | 90-100
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Building Competencies for Sustainable Learning | Chapter Eight
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