Online Course Rubrics, Appendix A in DE Handbook

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1 Online Course Rubrics, Appendix A in DE Hbook Distance Education Course sites must meet Effective Level scores to meet Distance Education Criteria. Distance Education Course Sites will be reviewed a semester before the course is offered. Distance Education Course Sites will be reviewed every years. Category 1: Learner Support & Resources I. Information about being an online learner not contain information for online learner support nor has links to campus resources. Course contains limited information for online learner support links to campus resources. Course contains adequate information for online learner support links to campus resources. Course contains extensive information about being an online learner links to campus resources. Check where appropriate for course: Exemplary Category: Online learner support c Tips for being a successful online c Quiz to self-assess readiness to be an online c Link to Library resources c Instructions for how to conduct online research c Instructions on how to write a research paper c Guidelines for APA/MLA format of papers /or citations c Link to the testing center c Link to campus remedial resource center c Link to disability resource center c Information/tutorials on how to use software required by class assignments c Contact information for technical support or Help Desk c Checklist or other method for common troubleshooting tips c Minimum computer hardware software requirements c Tips for avoiding dealing with computer viruses c Sources for any required plug-ins ( links) c Tutorial(s) or job aids for how to use the LMS tools c FAQs for LMS c Netiquette guidelines

2 II. Course specific resources not provide course specific resources for instructor, department, /or program. Course Course Course provides provides provides a limited adequate variety of coursespecific course-specific course- resources, specific resources, some contact resources, limited information for contact contact instructor, information information department, for instructor, for instructor, program. department, department, program. /or program. : Course specific resources c Contact information for the instructor c Contact information for academic department or advisor c Information on additional related courses c Pre-requisites of course c Link(s) to Bookstore(s) to order textbooks or other instructional materials c FAQ site on course information c Estimated amount of time needed for completing course requirements III. Resources supporting course content not provide access to resources supporting course content different abilities. Course offers limited resources supporting course content different abilities. Course offers access to adequate resources supporting course content different abilities. Course offers access to a wide range of resources supporting course content different abilities. : Resources supporting course content different abilities c Link(s) to web sites with supporting information relevant to course content c Link(s) to web sites of organizations or associations related to course content c Glossary of terms or links to definitions of new vocabulary c Link(s) to objects (external to course, such as MERLOT)

3 Category 2: Online Organization & Design I. Course navigability organization Most of the course is under construction. No key components identified. c Syllabus is easily located c Links to other parts of the course or external sources are accurate up-to-date c Instructional materials required are easily located c Numbers identify sequenced steps; bullets list items are not prioritized or sequential c Course content is organized in a logical format c Topics are clearly identified subtopics are related to topics Much of the course is under construction, with some key components identified such as the syllabus. Course is organized navigable. Students can underst the key components structure of the Course is wellorganized easy to navigate. Students can clearly underst all components structure of the c Sequential (vs. concurrent) topics are annotated with dates c Course schedule is available in a printerfriendly format for convenience c Organization sequencing of the course content is logical clear c Resources are separated into required optional categories II. Course Syllabus No syllabus exists. Baseline = 1 Course syllabus is unclear about what is expected of s. c Course objectives c Course completion requirements c Expectations of s participation, Effective = 2 Exemplary = Course syllabus Course identifies syllabus delineates the role identifies the online clearly environment will delineates the play in the role the online environment will play in the total c Faculty member(s) introductory information c Expectations of availability of

4 honesty, etc. c Timeline for participation is clear c Absence/exclusion policy clearly defined III. Aesthetic Design Aesthetic design is nonexistent c Typeface is easy to read c Sufficient contrast between text background makes information easy to read IV. Consistency No consistency apparent. c Layout of course is visually functionally consistent c Navigability is clear, simple user friendly c Spelling grammar are consistent accurate c Written material is concise turnaround time for contact with instructor c Course schedule is summarized in one place Aesthetic Aesthetic design Aesthetic design does presents design not present communicates presents course communicates communicate information course course clearly. information information clearly clearly. c Appropriate images supporting course content add visual interest c Design keeps course pages to a comfortable length with white space. Web pages Most web pages All web pages are are visually are visually inconsistent functionally both visually consistent. functionally consistent functionally. c Language of written material is friendly supportive c Clear directions are given for each task or assignment c Sentences paragraphs brief V. Universal accessibility Accessibility issues are not addressed. (Including: sight, mobility, hearing, cognition, Accessibility Accessibility issues are issues are briefly addressed addressed. (Including: sight, (Including: mobility, sight,

5 ESL, technical.) hearing, cognition, ESL, technical.) c Universal accessibility concerns are addressed course, including transcripts of any non-text objects c Images are optimized for speedy display include alternative text mobility, hearing, cognition, ESL, technical.) c Alternative formats of materials provided, when possible (e.g., optional print packet of extensive reading materials, CD of audio clips used in course, etc.) c Use of color adds interest but does not disadvantage those with color blindness Category : Instructional Design & Delivery I. Promote interaction communication not offer an opportunity for interaction communication on to, to instructor, to content. Course offers Course offers Course offers limited weekly many opportunity for opportunities opportunities interaction for interaction for interaction communication communication communication to to to,,, to to to instructor instructor instructor to to to content. content. content per week. Check where appropriate for course: Exemplary Category c Instructor holds online office hours weekly c Instructor responds to inquiries at least every hours c Frequent instructor-initiated contact announcements, feedback on assignments, others c Students introduce themselves c Students are encouraged to respond to classmate introductions c Ice-breaker activity to get acquainted c Instructor introduces himself/herself to model interaction c Students input is not evaluated as right or wrong c Netiquette described enforced c Student participation is tracked wallflowers drawn in to the discussions c Students are prompted by facilitator to exp on relevant points c Facilitator may play devil s advocate c Reading writing requirements are consistent with abilities course unit load

6 II. Goals alignment to objectives Course goals do not exist. c Pace of delivery of course content is managed c Course content is chunked for more manageable Course goals Course goals Course goals are not clearly are adequately are clearly defined do defined but defined not align to may not align aligned to to objectives. objectives. objectives. c Instructional design is made clear (e.g., is it self-paced, or group-paced) c Expectations for synchronous vs asynchronous activities are clearly spelled out III. Learning objectives activities are integrated Student objectives do not exist. c Reading assignments match objectives c Activities lead to desired concepts c Tasks activities are designated as synchronous or asynchronous; sequential or may be completed in any order (clarified) IV. Activities to enhance (addressing multiple styles) not provide visual, textual, kinesthetic /or auditory activities to enhance accessibility. Student Student Student objectives are objectives are objectives are vague or identified identified incomplete activities are activities are activities are implied. clearly absent or integrated. unclear. c Instructional material may be reviewed repeatedly (built-in redundancy) c Summary provided frequently, particularly at the end of topics, to reinforce Course Course Course provides provides provides limited visual, adequate multiple textual, visual, textual, visual, textual, kinesthetic kinesthetic kinesthetic /or auditory /or auditory /or auditory activities to activities to activities to enhance enhance enhance accessibility. accessibility. accessibility.

7 c Video clips of interviews, movements c Historical audio clips of famous speeches c Screen animations for instructional exercises using software c Personal interview reports c Crossword or word search puzzles V. Activities to develop critical thinking problemsolving skills not provide activities to help s develop critical thinking /or problemsolving skills. c Matching game-show-style trivia games c Online scavenger hunt / WebQuest c Annotated bibliography c PowerPoint presentations as assignments c Flash simulations Course Course Course provides provides provides limited adequate multiple activities to activities to activities that help s help s help s develop critical develop critical develop critical thinking /or thinking /or thinking problemsolving problem- problem- skills. solving skills. solving skills. Check where appropriate for course: Exemplary Category c Discussions center on questions without a single correct answer c Compare contrast exercises c Case studies c Critique classmates assignments c Collaborative exercises c Portfolios (building one activity upon another) to share/peer review Category 4: Assessment & Evaluation of Student Learning I. Assess readiness for not assess readiness for course content mode of delivery. c Pre-requisites are defined enforced c Acceptable methods for completing assignments Course has Course has limited adequate activities to activities to assess assess readiness for readiness for course content course content mode of mode of delivery. delivery. Course has multiple timely appropriate activities to assess readiness for course content mode of delivery. c Consequences of cheating or plagiarism

8 are identified (group work, open book, etc.) II. Learning Assessment objectives, activities are instructional aligned with assessment activities are objectives not aligned. c Criteria used to evaluate participation in online discussion groups c Study questions III. Multiple assessment strategies Assessment strategies to measure content knowledge, attitudes, skills do not exist. Learning objectives, instructional assessment activities are adequately aligned. Learning objectives, instructional assessment activities are closely aligned. c Quantity scope of graded assignments is reasonable c Authentic assessments Assessment Ongoing Ongoing strategies are strategies are multiple limited in use used to assessment to measure measure strategies are content content used to knowledge, knowledge, measure attitudes, attitudes, content skills. skills. knowledge, attitudes, skills. Check where appropriate for course: Exemplary Category c Students bibliography or reference list includes a variety of materials such as URLs, books journals, videos c When possible, options among assignments are provided to allow for different interests, backgrounds, personal styles c Students are not assessed solely on tests/quizzes but are provided ample opportunity to demonstrate proficiency in different ways IV. Regular feedback Opportunities for s to receive feedback about their own performance are nonexistent. Opportunities Opportunities Regular for s to for s to feedback receive receive about feedback about feedback performance their own about their is performance own provided in a are infrequent performance timely manner sporadic. are provided.

9 c Rich rapid feedback self-grading assignments released immediately c Frequent substantial feedback from the instructor c Samples of assignments illustrate instructor s expectations c Detailed instructions tips for completing assignments V. Selfassessments peer feedback No opportunities for self-assessment /or peer feedback. c Self-tests similar to the final evaluation instruments c Students pose discussion questions, respond to others discussion topics, later post answers to their own questions respond to others comments on their discussion topic c Due dates for all assignments c Rubrics for all assignments identify assessment guidelines c Grading scale c Instructor models assignment Students selfassessmentassessments Students self- /or peer /or peer feedback feedback opportunities opportunities are limited. exist. Students selfassessments peer feedback opportunities exist c Peer review opportunities c Students apply rubric to their own work describe/defend their score c Clear guidelines for peer review, if applicable Category 5: Innovative Teaching with Technology I. Appropriate tools to facilitate communication c Discussion boards c Synchronous chats c c Listserv Course uses Course uses Course uses a limited adequate variety of technology technology technology tools to tools to tools to facilitate facilitate appropriately communication communication facilitate.. communication. c Teleconferencing c Group discussion areas, when appropriate for group activities c Instant messaging

10 II. New teaching methods New teaching New teaching New teaching methods methods are methods are applied to adequately applied enhance applied to innovatively innovatively enhance are enhance limited.,. interactively engage s. c Instructor is open to trying new methods of delivery of instruction c Instructor is open to accepting new methods of s preferred styles III. Multimedia Elements There are Multimedia A variety of limited elements multimedia multimedia /or elements elements /or objects are /or objects used are objects are for relevant to used are accommodating accommodate relevant to different different accommodate styles. styles. different styles Check where appropriate for course: Exemplary Category c Flash animations c Tutorials with screen captures voice over c Audio clips c Graphics c Video clips c PowerPoint presentations c CD-Rom or DVD supplemental materials c Other objects, simulations or interactivities IV. Engage s course Course uses Course Course Internet access optimizes optimizes engages Internet access Internet access s in the effectively effectively engages engages

11 process in a very limited way. s in the process. s in the process in a variety of ways c Students off-campus with modems are provided with low-bwidth alternatives for downloading media c Technology is used to engage s in, not just for viewing but for interacting with other s or with the course content Category 6: Faculty Use of Student Feedback I. Course content Instructor does not offer an opportunity for s to give feedback to faculty on course content. Instructor Instructor Instructor offers limited offers offers opportunity for adequate multiple s to opportunities opportunities give feedback for s to for s to to faculty on give feedback give feedback course content. on course on course content. content. c Evaluation survey at end of course c Student input sought at regular intervals c Open ended questions c Students falling behind are prompted to determine what might be delaying their progress c Students prompted to find web-based resources supporting the topic to share with classmates; the highest quality resources incorporated into the course II. Online technology Instructor does not offer an opportunity for s to give feedback on ease of online technology accessibility of Instructor Instructor Instructor offers limited offers offers opportunity for adequate multiple s to opportunities opportunities give feedback for s to for s to on ease of give feedback give feedback online on ease of on ease of technology online online accessibility of technology technology

12 accessibility of accessibility of c Instructor has an open door to s to point out flaws of delivery of instruction using technology c Instructor solicits feedback on how delivery can be more effective for (e.g., a Discussion Topic for Feedback) III. Instruction assessment Instructor does not use feedback to help plan instruction assessment of for the next semester. Instructor uses feedback to help plan instruction assessment of for the next semester in a limited way. Instructor requests uses feedback a couple times during the semester to help plan instruction assessment of for the rest of the semester. Instructor uses formal informal feedback in an ongoing basis to help plan instruction assessment of semester. c Instructor is willing to modify course (live) as needed to improve or fix inadequacies c Instructor is able to modify elements (e.g., fix bad quiz questions, extend deadlines, review methods of achieving course objectives)

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