Rubric for Online Instruction PRE ASSESSMENT What should a quality online course look like? This rubric offers a framework for addressing this question. Use of this rubric represents a developmental process for online course design and delivery, and provides a means for an instructor to self‐assess course(s) based on grant project expectations. Furthermore, the rubric provides a means for supporting and recognizing a faculty member’s efforts in developing expertise in online instruction as part of our commitment to effective and high quality learning environments.
The Rubric for Online Instruction can be used in one of three ways: 1. As a course self‐evaluation tool to advise instructors how to revise an existing online course. 2. As a way to design a new course for the online environment, following the rubric as a roadmap. 3. As a means for getting public recognition for exemplary online instruction (i.e.: going through a nomination/recognition process on a campus. Faculty can receive recognition to go in their RTP file.
Source: Rubric for Online Instruction CSU Chico. 2009.
BASIC
DEVELOPING
Learner Support & Resources
Course contains limited information for online learner support and links to campus resources (i.e. video tutorials, job aids). Course provides limited course‐specific resources, limited contact information for instructor, department and/or program.
Course contains extensive Course contains some information about being an information for online online learner and links to learner support and links to campus resources (i.e. video campus resources (i.e. video tutorials, job aids). tutorials, job aids). Course provides some Course provides a variety of course‐specific resources, course‐specific resources, some contact information for contact information for instructor, department and instructor, department and program. program.
BASIC
DEVELOPING
COMPLETE
Online Organization & Design
Much of the course is under construction, with some key components identified such as the syllabus. Course syllabus is unclear about what is expected of students. Aesthetic design does not present and communicate course information clearly. Accessibility issues are not addressed. (Including: sight, mobility, hearing, cognition, ESL, and technical.)
Course is organized and navigable. Students can understand the key components and structure of the course. Course syllabus identifies and delineates the role the online environment will play in the course. Aesthetic design presents and communicates course information clearly. Accessibility issues are briefly addressed. (Including: sight, mobility, hearing, cognition, ESL, and technical.)
Course is well‐organized and easy to navigate. Students can clearly understand all components and structure of the course. Course syllabus identifies and clearly delineates the role the online environment will play in the total course. Aesthetic design presents and communicates course information clearly throughout the course. Accessibility issues are addressed throughout the course. (Including: sight, mobility, hearing, cognition, ESL, and technical.)
COMPLETE
Source: Rubric for Online Instruction CSU Chico. 2009.
BASIC
DEVELOPING
COMPLETE
Instructional Design & Delivery
Course offers limited opportunity for interaction and communication student to student, student to instructor and student to content. Course goals are not clearly defined and do not align to learning outcomes. Learning outcomes are vague or incomplete and learning activities are absent or unclear. Course provides few visual, textual, kinesthetic and/ or auditory activities to enhance student learning and accessibility. Course provides limited or no activities to help students develop critical thinking and/or problem solving.
Course offers some opportunities for interaction and communication student to student, student to instructor and student to content. Course goals are defined but may not align to learning outcomes. Learning outcomes are identified and learning activities are implied. Course provides some visual, textual, kinesthetic and/or auditory activities to enhance student learning and accessibility. Course provides some activities to help students develop critical thinking and/skills or problem‐solving skills.
Course offers ample opportunities for interaction and communication student to student, student to instructor and student to content. Course goals are clearly defined and aligned to learning outcomes. Learning outcomes are identified and learning activities are clearly integrated. Course provides multiple visual, textual, kinesthetic and/or auditory activities to enhance student learning and accessibility. Course provides multiple activities that help students develop critical thinking and problem‐solving skills.
BASIC
DEVELOPING
COMPLETE
Assessment & Evaluation of Student Learning
Course has limited activities to assess student readiness for course content and mode of delivery. Learning outcomes, instructional and assessment activities are not aligned. Rubrics are used to measure content knowledge, attitudes and skills. Students' self‐assessments and/or peer feedback opportunities are limited or do not exist.
Course has adequate activities to assess student readiness for course content and mode of delivery. Learning outcomes, instructional and assessment activities are adequately aligned. Ongoing rubrics are used to measure content knowledge, attitudes and skills. Students' self‐assessments and/or peer feedback opportunities exist.
Course has multiple timely and appropriate activities to assess student readiness for course content and mode of delivery. Learning outcomes, instructional and assessment activities are closely aligned. Ongoing multiple rubrics are used to measure content knowledge, attitudes and skills. Students' self‐assessments and peer feedback opportunities exist throughout the course.
Source: Rubric for Online Instruction CSU Chico. 2009.
BASIC
DEVELOPING
Innovative Teaching with Technology
Course uses limited technology tools to facilitate communication and learning (i.e. Camtasia, Blackboard, Elluminate, SnagIt, Issuu). Course uses Internet access and engages students in the learning process.
Course uses a variety of Course uses some technology tools to technology tools to appropriately facilitate facilitate communication and communication and learning learning (i.e. Camtasia, (i.e. Camtasia, Blackboard, Blackboard, Elluminate, Elluminate, SnagIt, Issuu). SnagIt, Issuu). Course optimizes Internet Course optimizes Internet access and effectively access and effectively engages students in the engages students in the learning process. learning process in a variety of ways throughout the course.
COMPLETE
Faculty Use of Student Feedback
BASIC
DEVELOPING
COMPLETE
Instructor offers limited opportunity for students to give feedback to faculty on course content. Instructor offers limited opportunity for students to give feedback on ease of online technology in course. Instructor uses student feedback at the end of the semester to help plan instruction and assessment of student learning for the next semester.
Instructor offers some opportunities for students to give feedback on course content. Instructor offers some opportunities for students to give feedback on ease of online technology in course. Instructor requests and uses student feedback a couple times during the semester to help plan instruction and assessment of student learning for the rest of the semester.
Instructor offers multiple opportunities for students to give feedback on course content. Instructor offers multiple opportunities for students to give feedback on ease of online technology in course. Instructor uses formal and informal student feedback in an ongoing basis to help plan instruction and assessment of student learning throughout the semester.
Source: Rubric for Online Instruction CSU Chico. 2009.