Distance Education Assessment Rubric

When filling out the form, please provide the name of the course along with the Course ID (BUS 121 Intro to Business). "Instructor" refers to the name of the faculty person teaching the course. "Prepared by" refers to you as the instructor or the evaluator--please provide your name, and indicate if you are the instructor or the evaluator. "Date" refers to the date you are filling out this form. Be sure to click the "Submit" button when finished. When finished, BEFORE submitting, print out a copy for your records. In addition, Sue Meeuwenberg will send you a copy of the report in its one-page form.

Course
Instructor
Prepared by
Date

Muskegon Community College

Online Course Development Guidelines and Rubric (Quality Standards)

For all statements, use the following LEGEND:

1	Beginning
2	Developing
3	Accomplished
4	Exemplary

I. Course Outcomes

A. Learning outcomes (competencies) are clearly stated.
1	Competencies do not convey the intended outcomes of the learning experience in clear terms.
2	Some of the competencies are clearly stated but focus more on facts rather than what the learner will be able to do upon successful completion of the learning experience.
3	All competencies are clearly stated, yet all of the competencies do not use action verbs to describe what the learner will be able to do; for example, they use non-action verbs such as understand, know, or learn.
4	All competencies are clearly stated; written at the application level or above; and emphasize application of major knowledge, skills, and/or attitudes using appropriate action verbs to communicate what learners will be able to do as a result of the learning experience.
Notes

B. Learning outcomes (competencies) are observable, measurable, and achievable.
1	Competencies are neither observable nor measurable.
2	Some of the competencies are observable and measurable; however, due to use of non-action verbs or describing more than one learning outcome per competency, some are weak.
3	All competencies are observable and measurable by the instructor; however, some competencies could be improved upon to better communicate to the student the process or product to be observed and measured.
4	All competencies are observable – the instructor and learner will be able to see a product and/or process upon completion of the learning experience; all competencies are measurable - the instructor is able to measure the quality of the product or process.
Notes

II. Course Construction (Design)

A. Course instructions and definitions are clear.
1	Course contains a list of prerequisite skills and learning objectives.
2	Course contains a list of prerequisite skills, a description of each activity, grading criteria and a general description of course requirements.
3	Course contains a list of the prerequisite skills and knowledge, expectations of each activity, the expected level of participation and time commitment, and specific instructions on how to proceed and learn the material.
4	In addition to overall expectations and directions, each activity, assignment, exercise, etc. clearly indicates what students need to do, how they should submit results, any special instructions, etc.
Notes

B. Course navigation in Blackboard is clear and explained to students.
1	Course contains default buttons/links.
2	Course contains default buttons/links with appropriate learning activities within.
3	Course contains default buttons/links with appropriate learning activities within with clear explanation of navigation provided for students.
4	Course contains only buttons/links necessary for this class with appropriate learning activities within and with clear explanation of navigation provided for students.
Notes

C. Course content, outcomes, practice, and assessment are consistent with each other.
1	Course contains at least three of the four elements; some consistency may be implied.
2	Course contains all four elements; consistency is generally indicated.
3	Course content, outcomes, practice and assessment are consistent with each other and clearly linked together for most modules (chunks).
4	Course content, outcomes, practice and assessment are consistent; the relationship among them is clearly indicated for all modules in course.
Notes

D. Course materials are presented to accommodate multiple learning styles.
1	Presentation of materials uses primarily one methodology (e.g. printed materials)
2	Presentation of materials uses more than one method (e.g. print, visual, experiential).
3	Course materials are presented in a variety of ways, and students are able to select methods to suit their abilities/preferences.
4	Course uses powerful visuals and well-organized print; direct, vicarious, and virtual experiences, and application.
Notes

E. Presentation of content fosters active learning opportunities.
1	Course requires students to read materials and respond to instructor's posted questions.
2	Material is chunked [divided, organized] into appropriate sections for learning audience; includes basic recall exercises and practice.
3	Material is appropriately chunked, interspersed with activities that require both recall and some application (e.g. identifying examples, deriving examples, practice applications).
4	Material is appropriately chunked with frequent required practice and learning strategies that involve both recall and application.
Notes

F. *Course design includes the necessary components of successful instruction at the module/lesson level. These critical events include learning outcomes/objectives, demonstration or presentation of information, motivational techniques, practice or exploration with feedback, assessment, & feedback on assessment.
1	Lessons/modules have an organized format and include some basic events: e.g. objectives, information, and assessment. However, numerous critical events are missing.
2	Course design includes most elements in many lessons. Some elements, such as motivational techniques, or practice, may not be as complete as necessary.
3	Course design includes most or all elements in most or all lessons. Each element is mostly complete.
4	Course design includes, for each lesson: · learning outcome(s) · demonstration or presentation of information · motivational techniques (can be discussion) · practice or exploration with feedback · assessment · feedback on assessment
Notes

*See distance education coordinator for papers and readings on these critical elements.

III. Course Interaction:

A. Course interaction requirements are clearly stated.
1	Course requirements state that students are required to interact.
2	Course requirements state that students are required to interact within a designated timeframe.
3	Course requirements state that students are required to interact within a designated timeframe and how the interaction will take place (what tools will be used for the interaction).
4	Course requirements clearly state that students are required to interact with each other and with the instructor; a designated timeframe for the interaction is stated; directions for how to participate in the interaction are stated; standards for the quality or expectations of the interaction are set; and the outcomes of those interactions are noted (will the student receive points for the interaction).
Notes

B. A variety of opportunities are designed for interaction between instructor-student.
1	Course is designed so that students are encouraged to ask questions and the instructor to respond using one or two methods of interaction.
2	Course is designed so students are required to answer questions about or apply what was learned for the most important learning objectives. The method of interaction varies depending on what is most effective for the learning objective. The instructor promptly provides feedback.
3	Course is designed so students are required to answer questions about or apply what was learned for all learning objectives. The method of interaction varies depending on what is most effective for the learning objective. Some of the instructor feedback has been automated. All feedback is prompt.
4	Course is designed so students are required to answer questions about or apply what was learned for all learning objectives. Multiple methods of interaction are available for the most important learning objectives. Examples may be: Automated instructor feedback on quizzes Variety of feedback methods (e-mail, announcements, use of file exchange) Discussion board summaries
Notes

C. Clear standards are outlined for instructor’s response to students.
1	Course guidelines state that the instructor is required to provide feedback to the student.
2	Course guidelines state that the instructor will provide feedback to the students in a timely manner.
3	Course guidelines state that the instructor will provide feedback to the students within a specified amount of time, and a clear description of how the task of providing feedback will be accomplished.
4	Course guidelines state that the instructor will provide feedback within a designated timeframe, a clear description of how the task of providing feedback will be accomplished (email, discussion board, etc), and the specific types of feedback that will be submitted – example: feedback on assignments, on class participation, etc.
Notes

D. Learning activities are developed to foster instructor-to-student, student-to-content, and, where appropriate, student-to-student interaction.
1	Learning activities are in place that foster student-to-content interaction but do not support student-to-student or instructor-to-student interaction.
2	Learning activities are in place that support student-to-content interaction, and it is suggested that students interact with each other to complete the learning activities.
3	Learning activities are developed that support instructor-to-student interaction, (instructor participates in discussion with students via a discussion board or virtual chat room), student-to-content interaction, and, where appropriate, student-to-student interaction is encouraged.
4	Learning activities are developed that support instructor-to-student interaction, (instructor participates in discussion with students via a discussion board or virtual chat room), student-to-content interaction; and student-to-student interaction is supported, where appropriate and required as part of the course (collaborative projects, group assignments, discussion board and/or virtual chat assignments).
Notes

IV. Student Learning Assessment:

A. Assessment methods are appropriate to the outcomes, activities, and technologies.
1	Assessment methods are not appropriate measurements for those outcomes/ competencies stated in the course.
2	Assessment methods are designed to reflect the stated course outcomes, but do not correlate well with learning activities.
3	Assessment methods are designed to include the appropriate measurements for those competencies stated in course outcomes, to reinforce the learning activities but do not address the available technologies.
4	Assessment methods are designed to include the appropriate measurements for those competencies stated in course outcomes, to reinforce the learning activities, and are considerate of the available technologies.
Notes

B. Assessment of student learning is timely, appropriate.
1	Assessment of student learning is established but is given at times that do not support student learning.
2	Assessment of student learning is established and is progressing toward timely assessments.
3	Assessment of student learning is established and is given in a time-period that supports student learning.
4	Assessment of student learning is established and is given in a time-period that supports the student’s learning .
Notes

C. Policies and procedures ensure the integrity of the students’ work.
1	Polices and procedures are in place in the course site but are vague and not easily located.
2	Policies and procedures are in place in the course site, are easily located, but lack clarity.
3	Policies and procedures are in place in the course site, are easily located, and provide clarity to the reader regarding their responsibility.
4	Policies and procedures are in place in the course site, are easily located, provide clarity to the readers regarding their responsibility, and reflect the institution's policies to ensure the integrity of students’ work.
Notes

D. Achievement of learning outcomes is documented.
1	Students’ achievement of stated learning outcomes is implied.
2	Students’ achievement of stated learning outcomes is reflected in their learning activities and their assessments.
3	Students’ achievement of stated learning outcomes is observed within their activities and their assessments, and is documented in the appropriate area.
4	Students’ achievement of stated learning outcomes is documented and provided to the student as feedback on their learning activities and assessments, and is documented in the course site where it is accessible to the instructor. (May include use of a rubric that demonstrates what achievement will look like and requires both student and instructor input.)
Notes

V. Course Technologies

A. Multiple technologies are employed and are consistent (and appropriate for the course) with the course outcomes.
1	Only the Online Distance Platform (Blackboard) is identified as the course technology using this as a one-size fits all models.
2	The Online Distance Platform is identified along with some use of alternative technology. There is little discussion on the use of these technologies.
3	The Online Distance Platform is identified as part of a plan which will utilize alternative technologies at hand to achieve the learning required by the course outcomes. There is no specific technology tied to a specific outcome.
4	A variety of technologies are evident for the specific course outcomes. In addition to the Online Distance Platform, specific CD-ROMs, web-site URLs, chat and instant messaging, course packs, course cartridges, portable document format (.pdf), PowerPoint, html, xml, real-audio, real-slideshow, QuickTime, Flash, and other plug-ins are identified. This would be information imparted to the student on the syllabus or first-day handout. There would be opportunities to discuss the use of these technologies as they specifically relate to the various outcomes of the course.
Notes

B. Student minimum technology requirements are accurately and clearly stated.
1	The expectation is that students will enroll in online courses with necessary technology to be successful.
2	Course Materials (Syllabus, First-Day Handouts, Start-up Procedures, etc.) indicate the student technology requirements in a broad sense.
3	Course Materials (Syllabus, First-Day Handouts, Web Site--Printed) indicate the minimum student requirements for technology and offer assistance with technology questions (FAQ, counselor, helpdesk).
4	Course Materials indicate the minimum student technology requirements and offer assistance to include orientation and testing of the student’s technology--either from a distance or through workshops. Also, included is a contingency plan in case the technology fails either the student or the faculty. “What if” scenarios are spelled out for the student, so that there are no surprises.
Notes

VI. Course Resources:

A. Course resources are accessible to the learners (all downloads are identified and made available to student)
1	Course resources are part of the learning in a static manner with none identified or made available to the student.
2	Course resources are accessible to the learner in a limited manner, with some downloads not available to dial-up modems due to their complex structure.
3	Course resources are accessible to the learner with the majority of the downloads available to dial-up modems. Some capacity exists to place these in the resource center (library) on CD-ROMs.
4	Course resources are accessible with all of the downloads identified and made available to the student. This includes active download, CD-ROM, library loan, bookstore availability, and use of special software and hardware to make them available to physically challenged students.
Notes

VII. Assessment of Course:

A. Plan is in place for continual review and improvement of course.
1	No plan is in place. Review is at the faculty discretion with improvement provided on an as-needed basis.
2	A basic overview and checklist is in place. Review occurs initially with the first iteration of the course, and is left with the faculty to correct for the next iteration of the course. Students provide evaluations of the course which may be reviewed with the faculty member and their supervisor.
3	A written plan is in place and the course is reviewed on an annual or longer basis with some requirement to implement the changes that have been identified.
4	A written plan is in place for review of the course on a regular basis with the focus on continual improvement. Normally, this would be a self-assessment instrument or checklist that a faculty member would use to identify issues with the course. Students would provide feedback with course evaluations and survey instruments. Normally, the course would undergo greater review during its first iteration online. A peer review process might be in place to assist faculty with issues that arise in the course.
Notes

VIII. Course Development and Support

A. Faculty have been provided with appropriate training and technical support.
1	Faculty do not have access to any informal or formal training opportunities or technical support.
2	Training opportunities are informal and consist of peer-to-peer assistance and observations with no additional technical support.
3	Faculty are provided both informal and formal training opportunities and just-in-time technical support.
4	Faculty have access to some formal Online Teaching Certification program, and technical support is provided at all levels of course development.
Notes

B. Faculty have access to appropriate technical infrastructure.
1	Faculty access to technical infrastructure is limited to certain computer laboratories on campus.
2	Faculty have access to infrastructure and have a computer at their campus office only.
3	Faculty have access to infrastructure and have a computer at their campus office only, and restrictive access to infrastructure from home.
4	Faculty have access to appropriate technical infrastructure both at the office and at home.
Notes

C. Qualified instructional designers have an appropriate role in course development.
1	No instructional designer input is available during course development.
2	Faculty have limited access to an instructional designer during course development, mainly as a review process when course development is completed.
3	Faculty have access to instructional designer during all phases of course development.
4	Faculty have consistent access to instructional designer during all phases of course development and implementation.
Notes

Part IX.

Based on these guidelines, list below 3 or 4 strengths of your online course. List 3 or 4 weaknesses of your course

STRENGTHS

WEAKNESSES

Glossary of Guideline and Rubric Terms

Active Learning
Any strategy "that involves students in doing things and thinking about the things they are doing". (*Bonwell, C., & Eison, J. (1991). Active learning: Creating excitement in the classroom (ASHE-ERIC Higher Education Report No. 1). Washington, DC: George Washington University, p. 2)

Application Level
The level of thinking required by a student processing learning material. It can be defined as the ability of a student to take principles, ideas, and theories which must be remembered and apply them to new situations or experiences.

Assessment
A process used to provide feedback to both the learner and the teacher about the progress toward understanding intended outcomes. It can be used to adjust teaching and learning in order to maximize learner achievement.

Chunking
Simply stated, dividing learning into sections. The process by which learning is divided into small learning activities that enhance learning. Learning materials are often organized and divided into an easy to understand categories, modules, or lessons.

Competencies
A major skill, knowledge, or attitude that a student will need to perform a task accurately. Competencies are specific to a discipline, subject, or occupational area. A competency is an outcome that is stated in observable, measurable terms. It is what students will be able to DO as the result of a given learning experience. Competencies are typically broken down into more specific learning objectives.

Learning Activities
A statement that describes to students a method that will help them to master specific learning outcomes. Learning activities will guide students through the learning of a competency using structured content presentation and practice.

Learning Objectives
A skill or block of knowledge that a student will learn as a step toward an outcome or competency. Objectives are stated in a manner that is clear and measurable. based on performance standards. Objectives provide cues for the development of learning activities.

Learning Styles
Ways in which learners perceive and process experience and information.

Outcome
Sometimes called a "competency." Results of instruction. Outcomes describe learner performance that is expected as a result of learning.

1. Describes a major skill that is an intended outcome of the course/module

2. Requires application of knowledge, skills, or attitude

3. Represents a skill that can be used outside the course

4. Describes what the student will be able to do at the completion of the course/module

5. Is measurable and observable

6. Is clear, concise, and precise

7. Focuses on a single performance application (generally the highest learning outcome), not a combination

Rubric
A type of assessment scoring that serves as a guide. It usually contains criteria in a rating scale with multiple options. For example, a piece of work can be labeled as 3 (exemplary), 2 (average), or 1 (poor). Each level has specific criteria that help determine the score.

Faculty & Staff

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