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Abstract
In this paper the authors provide a summary of educational thinkers’ conceptualizations of the process, characteristics, purposes, and outcomes of reflection in education. Furthermore, they describe the process of conceptualizing a developmental continuum for analyzing reflective thinking, reflective communication, and cognitive processes of teacher candidates. They present the Developmental Continuum of Reflection on-/for-Action Rubric (DCRo/fA Rubric) and discuss the approach they used in testing and refining the instrument. The purpose of the DCRo/fA Rubric is twofold: First, to analyze the reflective dimensions evident in candidates’ work samples they develop during coursework and student teaching such as reflections on lessons, classroom observations, digital stories, or philosophies on education. And second, to analyze the level of sophistication of the dimensions of reflection within artifacts for the purpose of assignment revision and to allow teacher educators to identify the dimensions of reflective practice that need to be nurtured.